Kritzer, Karen Lynn
(2007)
Factors Associated with Mathematical Ability in Young Deaf Children: Building Foundations, from Networks to Numbers.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
The study described in this document made use of quantitative and qualitative methodology to examine factors contributing to mathematical ability in young deaf children. Specifically, this study examined the relationship between relative level of mathematical ability and an understanding of basic concepts (i.e., color, letters, numbers/counting, sizes, comparisons, shapes, direction/position, self-social awareness, texture/material, quantity, time/sequence); and mediation techniques used by families (i.e., Feurstein's dimensions of Intentionality/Reciprocity, Transcendence, and Meaning).Data were collected using: standardized tests (i.e., the Test of Early Mathematics Ability-3 and the Bracken Basic Concept Scale-Revised); structured early mathematics activities; and naturalistic observation. Based on scores from the Test of Early Mathematics Ability-3, sub-groups of participants who demonstrated relatively high and low levels of mathematical ability were selected to participate in a second level of the study. During this level, data were collected regarding the understanding of basic concepts by participants and mediation techniques used by the families, using a multiple case-study design.Findings indicated that the following characteristics were associated with relatively high mathematical ability in young deaf children: early identification of hearing loss; at least one deaf parent; and fluent exposure to sign language in the home. Additionally children with relatively high mathematical ability were found to have a better understanding of basic concepts and to come from homes in which higher quality mediation techniques were used. Homes of "more successful" children were language-rich and learning opportunities were readily available. Children with relatively low mathematical ability had less access to language within the home environment, and high-quality learning opportunities were limited.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
27 June 2007 |
| Date Type: |
Completion |
| Defense Date: |
15 December 2006 |
| Approval Date: |
27 June 2007 |
| Submission Date: |
1 April 2007 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
basic concepts; deaf; early childhood; family; mathematics; mediation |
| Other ID: |
http://etd.library.pitt.edu/ETD/available/etd-04012007-195017/, etd-04012007-195017 |
| Date Deposited: |
10 Nov 2011 19:33 |
| Last Modified: |
15 Nov 2016 13:38 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/6682 |
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