Pagliaro Claudia M, Kritzer Karen L
Michigan State University, USA.
J Deaf Stud Deaf Educ. 2013 Apr;18(2):139-60. doi: 10.1093/deafed/ens070. Epub 2013 Jan 10.
Over decades and across grade levels, deaf/hard-of-hearing (d/hh) student performance in mathematics has shown a gap in achievement. It is unclear, however, exactly when this gap begins to emerge and in what areas. This study describes preschool d/hh children's knowledge of early mathematics concepts. Both standardized and nonstandardized measures were used to assess understanding in number, geometry, measurement, problem solving, and patterns, reasoning and algebra. Results present strong evidence that d/hh students' difficulty in mathematics may begin prior to the start of formal schooling. Findings also show areas of strength (geometry) and weakness (problem solving and measurement) for these children. Evidence of poor foundational performance may relate to later academic achievement.
几十年来，在各个年级中，失聪/听力障碍（d/hh）学生的数学成绩都存在差距。然而，目前尚不清楚这种差距究竟何时开始出现以及具体体现在哪些方面。本研究描述了学龄前d/hh儿童对早期数学概念的掌握情况。研究使用了标准化和非标准化的测量方法来评估儿童在数字、几何、测量、问题解决以及模式、推理和代数方面的理解能力。结果有力地证明，d/hh学生在数学方面的困难可能在正式上学之前就已出现。研究结果还显示了这些儿童的优势领域（几何）和劣势领域（问题解决和测量）。基础表现不佳的证据可能与日后的学业成绩有关。
