What do we do?
- Study how language impacts mathematical development within Deaf and Hard of Hearing children.
- Investigate the effect of deaf children’s number language on their ability to count, estimate quantities, and understand foundational mathematical principles.
- Deaf children rarely experience typical language exposure in terms of quality and timing; that is, they often receive linguistic input that is less complete at a later point in developmental time compared with their normally hearing peers.
- We hypothesize that a delay in the acquisition of number words due to insufficient access to language input in may negatively affect deaf children’s numerical cognition (Spaepen, Coppola, et al., 2011), which might compromise basic mathematical abilities (e.g., counting), as well as more advanced mathematical concepts (e.g., word problems).
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This material is based upon work supported by the National Science Foundation under Grant Number #1553589. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.