The Development of Number Concepts in Deaf and Hard of Hearing Children

聋哑儿童数字概念的发展

• 批准号: 1941002
• 负责人: Sara Cordes
• 金额: $ 55万
• 依托单位: Boston College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-15 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1941002&HistoricalAwards=false
• 关键词: Development; Number; Concepts; Deaf; Hard

Over the last 50+ years research has established that deaf and hard of hearing (DHH) children fall behind their age-matched hearing peers in math achievement, starting as early as 3 years of age. Assessments of math knowledge (counting, fractions, geometrical concepts, number reasoning, etc.) have revealed DHH children fall behind their hearing peers by approximately two years, with lags remaining throughout high school and adulthood, potentially limiting DHH children’s future pursuits in Science, Technology, Engineering, and Mathematical (STEM). While many researchers have described these differences in mathematical performance of DHH children, few have attempted to explain why these differences exist. Given the demonstrated links between numeracy and academic, health, and financial outcomes, it is critical to identify the source of these difficulties in order to promote numeracy in DHH children. The purpose of this research is to inform our understanding of the role of language in the learning of numerical concepts while providing the groundwork for curriculum development that maximizes math learning in DHH children.This research explores the role of language experience and abilities in the acquisition of symbolic and non-symbolic numerical concepts in deaf and hard of hearing children and their hearing peers. Through five behavioral studies with 400 participants, this work aims to characterize math abilities in DHH children relative to their hearing peers, and to explore whether limited language access or abilities may account for observed math difficulties. Series 1 will investigate the relationship between singular/plural language learning and numerical tracking abilities for small sets of objects in DHH and hearing toddlers (18-30 months). Series 2 will explore the development of non-symbolic number abilities in DHH and hearing infants and children (7 months – 5 years old). Studies in series 3 address non-symbolic and symbolic proportional understanding in 6-12 year old DHH and hearing children. Findings from this work will inform current theories of math cognition, providing an in-depth characterization of the role that linguistic experience and abilities play in the development of numerical abilities throughout childhood. This project is co-funded by the Discovery Research preK-12 program (DRK-12), which seeks to enhance preK-12 teaching and learning of science, technology, engineering and mathematics through the research and development of new innovations and approaches.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在过去的50多年里，研究已经证实，聋哑人和重听人(DHH)的孩子在数学成绩上落后于同龄的听力同龄人，从3岁开始就开始了。评估数学知识(计数、分数、几何概念、数字推理等)研究表明，DHH儿童比听力正常的同龄人落后大约两年，在整个高中和成年阶段都存在滞后，这可能会限制DHH儿童未来在科学、技术、工程和数学(STEM)方面的追求。虽然许多研究人员描述了DHH儿童在数学表现上的这些差异，但很少有人试图解释为什么会存在这些差异。考虑到算术与学业、健康和经济结果之间的联系，确定这些困难的根源是至关重要的，以便促进DHH儿童的算术能力。本研究的目的是让我们了解语言在数字概念学习中的作用，同时为课程开发提供基础，从而最大限度地促进DHH儿童的数学学习。本研究探讨了语言经验和能力在聋重听儿童及其听力同龄人获得符号和非符号数字概念中的作用。通过五项有400名参与者的行为研究，这项工作旨在描述DHH儿童相对于他们的听力同龄人的数学能力，并探索有限的语言获取或能力是否可能是观察到的数学困难的原因。系列1将调查单数/复数语言学习和数字跟踪能力之间的关系，这些能力是由DHH儿童和听力学步儿童(18-30个月)的小集合物体组成的。系列2将探索DHH和听力婴儿和儿童(7个月至5岁)非符号数字能力的发展。系列3中的研究针对6-12岁DHH和听力障碍儿童的非符号和符号比例理解。这项工作的发现将为当前的数学认知理论提供信息，提供对语言经验和能力在整个童年期间数字能力发展中所起作用的深入描述。该项目由发现研究PREK-12计划(DRK-12)共同资助，该计划旨在通过研究和开发新的创新和方法来加强Pre-K-12科学、技术、工程和数学的教与学。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Math abilities in deaf and hard of hearing children: The role of language in developing number concepts.

聋哑儿童的数学能力：语言在发展数字概念中的作用。

• DOI: 10.1037/rev0000303
• 发表时间: 2021
• 期刊: Psychological Review
• 影响因子: 5.4
• 作者: Santos, Stacee;Cordes, Sara
• 通讯作者: Cordes, Sara