Factors Associated with Mathematical Ability in Young Deaf Children: Building Foundations, from Networks to Numbers

The study described in this document made use of quantitative and qualitative methodology to examine factors contributing to mathematical ability in young deaf children. Specifically, this study examined the relationship between relative level of mathematical ability and an understanding of basic concepts (i.e., color, letters, numbers/counting, sizes, comparisons, shapes, direction/position, self-social awareness, texture/material, quantity, time/sequence); and mediation techniques used by families (i.e., Feurstein's dimensions of Intentionality/Reciprocity, Transcendence, and Meaning).Data were collected using: standardized tests (i.e., the Test of Early Mathematics Ability-3 and the Bracken Basic Concept Scale-Revised); structured early mathematics activities; and naturalistic observation. Based on scores from the Test of Early Mathematics Ability-3, sub-groups of participants who demonstrated relatively high and low levels of mathematical ability were selected to participate in a second level of the study. During this level, data were collected regarding the understanding of basic concepts by participants and mediation techniques used by the families, using a multiple case-study design.Findings indicated that the following characteristics were associated with relatively high mathematical ability in young deaf children: early identification of hearing loss; at least one deaf parent; and fluent exposure to sign language in the home. Additionally children with relatively high mathematical ability were found to have a better understanding of basic concepts and to come from homes in which higher quality mediation techniques were used. Homes of "more successful" children were language-rich and learning opportunities were readily available. Children with relatively low mathematical ability had less access to language within the home environment, and high-quality learning opportunities were limited