This study investigated the understanding of mathematical procedures and concepts by deaf pre-school children. There are few studies centered on the development of Mathematical concepts and procedures by deaf pre-school children and these studies suggest that deaf children have difficulty learning number sequences. However, there is no conclusive evidence regarding the causes. The results of this study show that differences in achievement between deaf and hearing children are related to linguistic demands. Therefore, deaf children have more difficulty in tasks with higher linguistic demand. Implications for the role of language in concept formation are discussed and supported by the data from this study.
Mathematical concepts; Deafness; Deaf children; Pre-school children; Number sequences
