Mathematical knowledge and language in deaf students: The relationship between the recitation of a numerical sequence and Brazilian Sign Language proficiency

MADALENA, Silene Pereira; CORREA, Jane; SPINILLO, Alina Galvão

doi:10.1590/1982-0275202037e180175

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Thematic Section: Reading, Writing and Math Learning: Cognitive Correlates • Estud. psicol. 37 • 2020 • https://doi.org/10.1590/1982-0275202037e180175 copy

Mathematical knowledge and language in deaf students: The relationship between the recitation of a numerical sequence and Brazilian Sign Language proficiency

Conhecimento matemático e linguagem em surdos: relação entre recitação da sequência numérica e proficiência em Língua Brasileira de Sinais

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The present study investigated recitation skills, constitutive of the number concept, and their relationship with language skills in the Brazilian Sign Language. Different levels of numerical sequence recitation were identified in 1^st to 3^rd grade deaf students attending a bilingual Elementary School (Brazilian Portuguese and Brazilian Sign Language), as well as the association between numerical recitation and schooling. The ability to enumerate was associated with specific levels of receptive and expressive language in Brazilian Sign Language.

Keywords
Children; Deafness; Learning; Mathematics; Sign language

Grade	LIBRAS recitation skills
	Lower skills (n = 27)		Intermediate skills (n = 17)		Higher skills (n = 23)
	n	%	n	%	n	%
1^stgrade (n = 27)	19	70	8	30	0	0
2^ndgrade (n = 19)	7	36	6	32	6	32
3^rdgrade (n = 21)	1	5	3	14	17	81

Acquisition of LIBRAS	LIBRAS recitation skills
	Lower skills (n = 27)		Intermediate skills (n = 17)		Higher skills (n = 23)
	n	%	n	%	n	%
Early acquisition (n = 24)	10	42	9	37	5	21
Late acquisition (n = 43)	17	39	8	19	18	42

Comprehensive language		LIBRAS recitation skills
		Lower skills (n = 27)		Intermediate skills (n = 17)		Higher skills (n = 23)
		n	%	n	%	n	%
Understanding of sentences
	Insufficient (n = 13)	7	26	4	23	2	9
	Good (n = 54)	20	74	13	77	21	91
Ordering the story
	Insufficient (n = 38)	21	78	13	76	4	18
	Good (n = 29)	6	22	4	24	19	82

Expressive Language	LIBRAS recitation skills
	Lower skills (n = 27)		Intermediate skills (n = 17)		Higher skills (n = 23)
	n	%	n	%	n	%
Vocabulary
Poor (n = 40)	19	76	10	59	11	48
Good (n = 25)	6	24	7	41	12	52
Reference in space
Not used (n = 32)	17	68	7	41	8	35
Used (n = 33)	8	32	10	59	15	65
Logical sequence
No (n = 20)	13	52	3	18	4	17
Yes (n = 45)	12	48	14	82	19	83
Narrated Facts
Poor (n = 42)	21	84	12	70	9	39
Good (n = 23)	4	16	5	30	14	61

Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas Núcleo de Editoração SBI - Campus II, Av. John Boyd Dunlop, s/n. Prédio de Odontologia, 13060-900 Campinas - São Paulo Brasil, Tel./Fax: +55 19 3343-7223 - Campinas - SP - Brazil
E-mail: psychologicalstudies@puc-campinas.edu.br

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[1] Correspondenceto: S.P. MADALENA. E-mail: silenepmadalena@gmail.com