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Journal of Deaf Studies and Deaf Education Advance Access originally published online on October 23, 2008
The Journal of Deaf Studies and Deaf Education 2009 14(2):260-277; doi:10.1093/deafed/enn040
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© The Author 2008. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Deaf Children's Informal Knowledge of Multiplicative Reasoning

Terezinha Nunes, Peter Bryant, Diana Burman, Daniel Bell, Deborah Evans and Darcy Hallett

University of Oxford


  Abstract

Multiplicative reasoning is required in different contexts in mathematics: it is necessary to understand the concept of multipart units, involved in learning place value and measurement, and also to solve multiplication and division problems. Measures of hearing children's multiplicative reasoning at school entry are reliable and specific predictors of their mathematics achievement in school. An analysis of deaf children's informal multiplicative reasoning showed that deaf children under-perform in comparison to the hearing cohorts in their first two years of school. However, a brief training study, which significantly improved their success on these problems, suggested that this may be a performance, rather than a competence difference. Thus, it is possible and desirable to promote deaf children's multiplicative reasoning when they start school so that they are provided with a more solid basis for learning mathematics.

Correspondence should be sent to Terezinha Nunes, Department of Education, University of Oxford, 15 Norham Gardens, Oxford OX2 6PY, United Kingdom. (e-mail: terezinha.nunes{at}education.ox.ac.uk).

Received March 6, 2008; revised September 10, 2008; accepted September 15, 2008


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