Identifying the Performance Numbering Skills in Mathematics among Children with Hearing Impairment

Abstract

Identifying the Performance Numbering Skills in Mathematics among Children with Hearing Impairment

Children with hearing impairments often face significant challenges in learning mathematics, primarily due to difficulties in acquiring basic numerical concepts and developing strong arithmetic skills. These challenges are not solely a result of hearing loss but are also linked to cognitive and developmental factors that affect their understanding of fundamental math concepts such as sequencing, comparison (greater/lesser), and number naming.

This paper explores the impact of these struggles on their mathematical learning and highlights the importance of critical thinking skills in overcoming these barriers. Critical thinking, which involves logical reasoning, problem-solving, and systematic evaluation, plays a crucial role in enhancing arithmetic abilities. The study emphasizes the need for targeted educational interventions and personalized teaching strategies to improve the mathematical proficiency of children with hearing impairments. The involvement of parents and educators is essential in providing the necessary support to help these children develop essential mathematical skills, which are vital for leading independent and confident lives. The findings suggest that addressing these challenges through tailored approaches can significantly improve the arithmetic learning outcomes of children with hearing impairments.

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