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.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-04012007-195017 |
| Date | 27 June 2007 |
| Creators | Kritzer, Karen Lynn |
| Contributors | Louise Kaczmarek, Ph.D, Ellen Ansell, Ph.D, Ellice Forman, Ph.D, David Martin, Ph.D, Claudia Pagliaro, Ph.D |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-04012007-195017/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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