Discrete mathematics in deaf education: a survey of teachers' knowledge and use.

Publisher: Conference Of Educational Administration Serving The Deaf And: Convention Of American Instructors Of The Deaf Country of Publication: United States NLM ID: 0414670 Publication Model: Print Cited Medium: Print ISSN: 0002-726X (Print) Linking ISSN: 0002726X NLM ISO Abbreviation: Am Ann Deaf Subsets: MEDLINE

Publication: Silver Spring Md : Conference Of Educational Administration Serving The Deaf And: Convention Of American Instructors Of The Deaf
Original Publication: Washington : Executive Committee of the Convention of American Instructors of the Deaf

Deafness* ; Mathematics* ; Professional Competence* ; Surveys and Questionnaires*; Education, Special/*standards ; Teaching/*methods ; Teaching/*standards; Child ; Curriculum ; Humans ; Workforce

The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education.

Date Created: 20051011 Date Completed: 20060315 Latest Revision: 20190917

20221213

10.1353/aad.2005.0033

16212014