Our Study of Language and Math (SLaM) project investigates the effect of deaf children's number language on their ability to count, estimate quantities, and understand foundational mathematical principles. This project is supported by the NSF CAREER Award.
Question: How can we support number development and math skills in hearing, deaf, and hard of hearing children?
Approach: Basic research on how children’s experiences affect their learning.
SLaM is one of our studies in the Language Creation Lab. To learn more about our lab click here.
Recent News
UConn Today Article about SLaM, including ASL Video Summary!
UConn Today article “Access to ASL from Birth Supports Childhood Math Proficiency in Deaf Children, UConn Researcher Finds in First-of-its-Kind Study” summarizes and explains findings from the Study of Language and Math – includes a video summary in ASL and spoken English!
[Read More]American School for the Deaf Homecoming 2026
Dr. Coppola and Ella had the privilege of attending the American School for the Deaf Homecoming to connect with the community and share about the Study of Language and Math. We are so grateful for the connection with ASD and ability to participate in events like this!
[Read More]We Went to Homecoming for American School for the Deaf!
We had a table about our research and met with many people from the American School for the Deaf!
[Read More]Overview Paper of the Study of Language and Math Is Now Out!
Kristin Walker, MA, and Marie Coppola, PhD’s new paper “Early Language Access and STEAM Education: Keys to Optimal Outcomes for Deaf and Hard of Hearing Students” has been published in the Journal Education Sciences in 2025! Read more here: https://www.mdpi.com/2227-7102/15/7/915
[Read More]New Paper Published!
Kristin Walker, MA, Emily Carigan PhD, and Marie Coppola, PhD’s new paper “Early access to language supports number mapping skills in deaf children” has been published in the The Journal of Deaf Studies and Deaf Education, Volume 29, Issue 1, January 2024, Pages 1–18! Read more here: https://academic.oup.com/jdsde/article/29/1/1/7483568
[Read More]