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Journal of Deaf Studies and Deaf Education Advance Access originally published online on June 4, 2007
The Journal of Deaf Studies and Deaf Education 2007 12(4):449-460; doi:10.1093/deafed/enm021
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© The Author 2007. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Factors Predicting Recall of Mathematics Terms by Deaf Students: Implications for Teaching

Harry Lang

National Technical Institute for the Deaf, Rochester Institute of Technology

Claudia Pagliaro

University of Pittsburgh


  Abstract

In this study of deaf high school students, imagery and familiarity were found to be the best predictors of geometry word recall, whereas neither concreteness nor signability of the terms was a significant predictor variable. Recall of high imagery terms was significantly better than for low imagery terms, and the same result was found for high- over low-familiarity and signability. Concrete terms were recalled significantly better than abstract terms. Geometry terms that could be represented with single signs were recalled significantly better than those that are usually fingerspelled or those represented by compound signs. Teachers with degrees and/or certification in mathematics had significantly higher self-ratings for the strongest predictor variables, imagery (visualization), and familiarity, as compared with those without such formal training. Based on these findings, implications for mathematics instruction, teacher education, and research are provided.

Correspondence should be addressed to Harry Lang, University of Pittsburgh (e-mail: harry.lang{at}RIT.EDU).

Received October 17, 2006; revised March 31, 2007; accepted April 5, 2007


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