Psychological Foundations of Mathematics Performance by Deaf and Hearing Students

描述（由申请人提供）：拟议的研究旨在提高我们对听力和聋人学生数学表现的基础的理解。它是根据最近关于听力儿童数学能力发展的研究结果和实证研究以及成就数据表明，聋人学生在数学专业方面落后于听力同龄人。特别感兴趣的是语言流利程度、社会文化期望和动机、特定的认知因素（例如，工作记忆，执行功能），以及与数学相关的元认知功能。该项目将包括七项补充研究，涉及五个主要目标：（1）通过研究早期的数字技能为后来的数学概念理解提供基础的程度，来表征新兴数学技能的发展，（二）通过对不同年龄学生的定量和定性个体差异的检查，评估发展认知资源对数学成绩的贡献。5-25岁，（3）确定学生和家庭特征以及对数学成绩重要性的看法如何与数学能力发展中的认知技能相互作用，（4）确定聋哑学生的语言流利性和语言使用模式（5）探索优化数学课堂学习的途径。该项目将利用标准化的评估工具来检查数学成绩，利用数学成绩所需的简单数字和认知能力的实验室任务，以及检查学生及其家长的社会动机观点的调查。模拟教室将被用来探索支持和障碍，数学学习的聋人学生谁在他们的沟通流畅性不同。拟议的研究将利用涉及美国和英国的环境和研究人员的独特合作。拟议的研究将提供社会动机（包括文化），语言和认知能力之间的相互作用的第一个实证评估发展和在不同年龄。聋人和听力正常的学生和参与相同的儿童和大学生参与多项研究的比较，将产生有关的轨迹的数学学习障碍的信息作为一个更完整的理解的因素影响数学能力的发展。公共卫生相关性：拟议的研究将探索听力和聋哑儿童和年轻人的数学表现的基础。该项目将提供语言，社会动机因素和认知能力直接影响这些学生在不同年龄段的数学表现的方式的第一个实证评估。结果将是翔实的数学学习困难遇到的许多聋人学生，但也听到学生在各种学术环境。

DESCRIPTION (provided by applicant): The proposed research seeks to enhance our understanding of the underpinnings of mathematical performance by hearing and deaf students. It follows from recent findings concerning the development of mathematical abilities in hearing children and empirical research and achievement data indicating that deaf students lag behind hearing age- mates in mathematical proficiencies. Of particular interest will be possible interactions among language fluencies, sociocultural expectations and motivation, specific cognitive factors (e.g., working memory, executive functioning), and metacognitive functioning related to mathematics. The project will include seven complementary studies that address five primary goals: (1) Characterization of the development of emergent mathematical skills by examining the extent to which early numerical skills provide the foundation for later conceptual understanding of mathematics, (2) assessment of the contribution of developing cognitive resources to mathematical achievement through examination of quantitative and qualitative individual differences in students aged 5-25 years, (3) determination of how student and family characteristics and perspectives on the importance of mathematics achievement interact with cognitive skills in the development of mathematical abilities, (4) determination of how language fluency and the mode of language use by deaf students (speech or sign language) contribute to mathematical proficiency, and (5) exploring means of optimizing learning of mathematics in the classroom. This project will utilize standardized assessment tools for examining mathematics achievement, laboratory tasks that tap simple numeric and cognitive abilities necessary for mathematics performance, and surveys examining social- motivational perspectives of students and their parents. Simulated classrooms will be used to explore supports for and barriers to mathematics learning by deaf students who vary in their communication fluencies. Proposed studies will take advantage of a unique collaboration involving settings and investigators in the United States and the United Kingdom. The proposed research will provide the first empirical evaluation of interactions among social-motivational (including cultural), language, and cognitive abilities both developmentally and at various ages. Comparison of deaf and hearing students and involvement of the same children and college student participants in multiple studies will yield information concerning the locus of mathematics learning disabilities as a more complete understanding of factors affecting the development of mathematical proficiency. PUBLIC HEALTH RELEVANCE: The proposed research will explore the foundations of mathematics performance among hearing and deaf children and young adults. The project will provide the first empirical evaluation of the ways that language, social-motivational factors, and cognitive abilities in direct and affect mathematics performance of these students at various ages. Results will be informative with regard to the mathematics learning difficulties encountered by many deaf students, but also by hearing students in a variety of academic settings.