Do hearing-impaired students learn mathematics in a different way than their hearing peers? – A review
Résumé
In the last few years, the concept of inclusion has become more and more prevalent in school education. Accordingly, teachers in mathematics classrooms have to face not just a wide range of heterogeneity related to social background, language skills and performance abilities, but also various impairments like physical, sensory and mental disabilities. To facilitate gainful inclusive mathematics education, it is important to understand the aspects of mathematical concept formation and of mathematics performance which differ between disabled and not-disabled children. The main focus in the current paper is on the differences between hearing and hearing-impaired students when doing mathematics. Empirical studies from the last two decades are summarized and some guidelines for inclusive mathematics settings with hearing and hearing-impaired children are derived.
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