A Synthesis of Research on Deaf and Hearing Children's Mathematical Achievement
A Synthesis of Research on Deaf and Hearing Children's Mathematical Achievement
复制标题
DOI：
10.1179/1557069x11y.0000000006
复制
发表时间：
2011-01-01
影响因子：
1.4
通讯作者：
Lunt, I.
中科院分区：
文献类型：
--
作者：
Gottardis, L.;Nunes, T.;Lunt, I.
五十多年来，研究人员报告说，失聪儿童在不同的教育措施上落后于听力正常的同龄人。本审查旨在综合关于这一拖延的性质和程度的资料。本文对聋人和听力正常儿童在数学方面的表现进行了系统的比较研究。在23篇相关文章中，13篇采用了标准化测量，10篇采用了非标准化测量，分析表明，中度以上听力损失儿童的数学学习相对于听力正常儿童有一定的滞后。在所有采用标准化措施的评估中都注意到这种延迟。三项研究（约30%），使用非标准化的措施报告没有延迟;在这些研究中，儿童没有使用传统的数学符号，以解决任务。这可能表明聋儿的数字表征没有受损，但他们对传统数学符号的学习延迟了。我们试图量化延迟的程度，但由于研究中可能存在混淆，因此必须谨慎解释研究结果。一些与样品有关（入选和排除标准）以及其他与缺乏控制相关的问题（仅与时间上年龄匹配的对照组进行比较，而一般智力应得到控制）。
Over five decades, researchers have reported that deaf children lag behind their hearing peers on different educationalmeasures. This review aims to synthesize the information on the nature and extent of this delay. A systematic search of the literature comparing deaf and hearing children's performance in mathematics was carried out. Of the 23 relevant articles, 13 employed standardized measures and 10 used un-standardized measures.The analysis demonstrates that, for children whose level of hearing loss is greater than moderate, there is a delay in mathematics in comparison with hearing children. This delay is noted in all assessments with standardized measures. Three studies (about 30%) that used un-standardized measures reported no delay; in these studies the children did not have to use conventional mathematical signs in order to solve the tasks. This may indicate that deaf children's number representation is not impaired but their learning of conventional mathematical signs is delayed.An attempt was made to quantify the level of delay, but the findings must be interpreted with caution due to possible confounding in the studies, some related to the sample (inclusion and exclusion criteria) and others related to the lack of controls (comparisons with only chronologically age-matched controls when general intelligence should have been controlled for).