Abstract:
This paper reports on difficulties that deaf/hearing-impaired children may encounter when learning mathematics in early childhood settings. The objective was to enhance teacher practice by identifying possible ways in which barriers to learning could be overcome. The key issue arising revealed that deaf/hearing-impaired children's limited language base may prevent them from understanding and developing mathematical language. Other related issues that influenced mathematical development were parental involvement and comprehensive support in the home environment, together with a greater emphasis on the use of mathematical resources and specific strategies for teaching mathematics to deaf/hearing-impaired children.
