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Developing Numeracy in Individuals Who Are Deaf and Hard of Hearing

Developing Numeracy in Individuals Who Are Deaf and Hard of Hearing

Chapter:
(p.173) 8 Developing Numeracy in Individuals Who Are Deaf and Hard of Hearing
Source:
Educating Deaf Learners
Author(s):
Claudia M. Pagliaro
Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780190215194.003.0008

Research shows that mathematics concepts and skills are acquired according to a trajectory of typical development. However, deaf and hard-of-hearing learners are not “typical.” They come to the classroom with unique experiences and varying cognitive abilities. This chapter defines numeracy, discusses trajectories of typical mathematics development, and highlights some factors that must be considered in the mathematics development of deaf and hard-of-hearing learners. The author concludes with suggestions for classroom instruction and assessment.

Keywords:   deaf/hard of hearing, mathematics, instruction, learning, development, trajectory, mediation, assessment

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