Mathematics and Deaf Children: An Exploration of Barriers to Success

Abstract

Consistent evidence from research studies between 1980 and 2000 indicates that deaf children lag behind hearing peers (by 2 to 3.5 years) in mathematics. This study seeks to explore the reasons for this persistent underachievement by focusing on results from the National Mathematics tests taken in the UK by all 14 year olds. The study analysed a sample of test papers with the aim of identifying ways in which deaf and hearing responses to the test items differed and possible explanations for these differences in terms of access to the mathematics teaching, assessment and curriculum provision. Findings from the project led to preliminary conclusions regarding the range of national test entry levels for deaf pupils, the types of linguistic issues they encounter, the learning strengths they demonstrate and their experience of mathematics curriculum provision. The concluding analysis raises significant questions about deaf pupils' access to mathematics educational provision and more specifically about the deaf experience of mathematics learning and how they perceive themselves as mathematicians.