Family Mediation of Mathematically Based Concepts While Engaged in a Problem-Solving Activity With Their Young Deaf Children

摘要

This qualitative study examined the relationship between young deaf children's level of mathematics ability (“high” and “low,” as defined by test score on the Test of Early Mathematics Ability-3) and opportunities available for the construction of early mathematics knowledge during a problem-solving task implemented by their parents. Findings indicate that the manner in which the mathematically based concepts (number/counting, quantity, time/sequence, and categorization) were incorporated into the activity was more meaningful for children who demonstrated high levels of mathematical ability. In addition, children who demonstrated high levels of mathematical ability experienced a more purposeful use of mediation during activity implementation; however, overall use of mediated learning experience was limited for children from both ability groups.