A qualitative study is described that sought to examine the relationship between young deaf children’s level of mathematics ability (“more successful” and “less successful” as defined by scores on the Test of Early Mathematics Ability–3, Ginsburg & Baroody, 2003) and the opportunities available to develop early mathematics concepts during daily life with their families. Findings indicate substantial differences between the two groups of children. Children who demonstrated higher levels of mathematics ability were found to spend a larger percentage of their day interacting with the adults around them and to experience more frequent and purposeful exposure to mathematically based concepts (number/counting, quantity, time/sequence, and categorization) at home. The findings suggest the need for an early intervention program to facilitate parents’ use of early mathematics concepts within naturalistic environments with their young deaf children to promote readiness for formal schooling.


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pp. 474-483
Launched on MUSE
Open Access
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