Basic Mathematical Competencey in Deaf and Hearing Impaired Children (MaBaKo-Deaf)

Description: Mathematical precursor skills play a central role in the development of mathematical competences. While the didactics of mathematics is primarily grounded in studies of children without sensory impairments, the topic has received little attention from the perspective of the hearing and communication major. From the few studies conducted to date, it appears that deaf and hearing-impaired individuals perform worse on mathematics tests compared to hearing individuals. There is also a reasonable assumption that deaf and hearing impaired children learn mathematical concepts in a different way than hearing children. Overall, language, communication, and interaction appear to play a key role. As a first step, the project pursued the goal of adapting an already existing test procedure (MBK 0. Krajewski, 2018) and translating it into German Sign Language. Currently, DGS version of the MBK-0 is being evaluated.

Duration/term: since 2018

Project leadership: Prof. Dr. Barbara Hänel-Faulhaber

Scientific staff: Viktor Werner

Publications:

Werner, Viktor (2021): Conception of a spatially structured pattern format to capture children's pattern recognition and structuring abilities. In K. Hein, C. Heil, S. Ruwisch & S. Prediger (Eds.). Contributions to Mathematics Education 2021, 75-78. Münster: WTM Verlag. https://doi.org/10.17877/DE290R-22336

Werner, Viktor; Masius, Malwine; Ricken, Gabi & Hänel-Faulhaber, Barbara (2018): Preliminary investigation of mathematical competencies in young deaf children in German Sign Language. In Didactics of Mathematics at the University of Paderborn (Eds.). Beiträge zum Mathematikunterricht 2018, 2105 - 2106. Münster: WTM-Verlag. https://doi.org/10.17877/DE290R-19771