Early mathematical concepts and language: a comparative study between deaf and hearing children

Detalhes bibliográficos
Autor(a) principal: Barbosa, Heloiza H.
Data de Publicação: 2014
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/81900
Resumo: Research has shown that children who develop typically build mathematical concepts very early. This process of cognitive development seems to be closely connected with the development of verbal language. What happens to the mathematical development of children who have a different form of language such as the sign language used by deaf people? This question, and other questions about deaf students' low performance in mathematics documented by other studies guided the development of the study presented here. To answer these questions, experimental tests were carried out with deaf children (group 1), younger hearing children from public schools (group 2), older hearing children from public schools (group 3) and children from private schools (group 4). The results evidenced a clear distinction between mathematical cognitive skills more dependent and less dependent on linguistic stimuli, notifying that deaf children have the same performance, or in some cases even higher performance than hearing children in skills less dependent on linguistic stimuli. However, both deaf children and younger hearing children from public schools had a significantly lower performance in comparison to older hearing children from public schools and children from private schools. This result indicates that deafness is not a cause of poor academic performance in mathematics. Thus, it seems necessary to think of forms of pedagogical intervention which can ensure the successful learning of mathematics for both deaf children and hearing children who attend public schools in Brazil.
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spelling Early mathematical concepts and language: a comparative study between deaf and hearing children Conceitos matemáticos iniciais e linguagem: um estudo comparativo entre crianças surdas e ouvintes Research has shown that children who develop typically build mathematical concepts very early. This process of cognitive development seems to be closely connected with the development of verbal language. What happens to the mathematical development of children who have a different form of language such as the sign language used by deaf people? This question, and other questions about deaf students' low performance in mathematics documented by other studies guided the development of the study presented here. To answer these questions, experimental tests were carried out with deaf children (group 1), younger hearing children from public schools (group 2), older hearing children from public schools (group 3) and children from private schools (group 4). The results evidenced a clear distinction between mathematical cognitive skills more dependent and less dependent on linguistic stimuli, notifying that deaf children have the same performance, or in some cases even higher performance than hearing children in skills less dependent on linguistic stimuli. However, both deaf children and younger hearing children from public schools had a significantly lower performance in comparison to older hearing children from public schools and children from private schools. This result indicates that deafness is not a cause of poor academic performance in mathematics. Thus, it seems necessary to think of forms of pedagogical intervention which can ensure the successful learning of mathematics for both deaf children and hearing children who attend public schools in Brazil. Pesquisas têm demonstrado que as crianças que se desenvolvem tipicamente constroem conceitos matemáticos desde muito cedo. Esse processo de desenvolvimento cognitivo parece estar intimamente conectado com o desenvolvimento da linguagem verbal. O que acontece com o desenvolvimento matemático de crianças que possuem uma forma diferente de linguagem, como a língua de sinais utilizada pelos surdos? Essa pergunta, além de demais indagações sobre o baixo desempenho em matemática de alunos surdos documentado por outros estudos, orientou o desenvolvimento da pesquisa aqui apresentada. Para responder a tais questionamentos, foram realizados testes experimentais com crianças surdas (grupo 1), crianças ouvintes mais jovens da escola pública (grupo 2), crianças ouvintes mais velhas da escola pública (grupo 3) e crianças da escola privada (grupo 4). Os resultados evidenciaram uma clara distinção entre habilidades cognitivas matemáticas mais dependentes e menos dependentes do estímulo linguístico, notificando que crianças surdas têm o mesmo desempenho ou, em alguns casos, até mesmo um desempenho superior do que crianças ouvintes em habilidades menos dependentes do estímulo linguístico. Contudo, tanto as crianças surdas quando as crianças ouvintes mais jovens da escola pública demonstraram um desempenho significativamente baixo em relação às crianças ouvintes mais velhas da escola pública e às crianças da escola privada. Tal resultado indica que a surdez não é causa de baixo rendimento escolar na área da matemática. Assim, parece ser necessário pensar em formas de intervenção pedagógica que possam garantir uma aprendizagem de sucesso em matemática tanto para as crianças surdas, quanto para as crianças ouvintes que frequentam as escolas públicas brasileiras. Universidade de São Paulo. Faculdade de Educação2014-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/8190010.1590/S1517-97022014000100011Educação e Pesquisa; v. 40 n. 1 (2014); 163-179Educação e Pesquisa; Vol. 40 No. 1 (2014); 163-179Educação e Pesquisa; Vol. 40 Núm. 1 (2014); 163-1791678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/81900/85158https://www.revistas.usp.br/ep/article/view/81900/85159Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessBarbosa, Heloiza H.2014-06-25T19:12:15Zoai:revistas.usp.br:article/81900Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-06-25T19:12:15Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Early mathematical concepts and language: a comparative study between deaf and hearing children
Conceitos matemáticos iniciais e linguagem: um estudo comparativo entre crianças surdas e ouvintes
title Early mathematical concepts and language: a comparative study between deaf and hearing children
spellingShingle Early mathematical concepts and language: a comparative study between deaf and hearing children
Barbosa, Heloiza H.
title_short Early mathematical concepts and language: a comparative study between deaf and hearing children
title_full Early mathematical concepts and language: a comparative study between deaf and hearing children
title_fullStr Early mathematical concepts and language: a comparative study between deaf and hearing children
title_full_unstemmed Early mathematical concepts and language: a comparative study between deaf and hearing children
title_sort Early mathematical concepts and language: a comparative study between deaf and hearing children
author Barbosa, Heloiza H.
author_facet Barbosa, Heloiza H.
author_role author
dc.contributor.author.fl_str_mv Barbosa, Heloiza H.
description Research has shown that children who develop typically build mathematical concepts very early. This process of cognitive development seems to be closely connected with the development of verbal language. What happens to the mathematical development of children who have a different form of language such as the sign language used by deaf people? This question, and other questions about deaf students' low performance in mathematics documented by other studies guided the development of the study presented here. To answer these questions, experimental tests were carried out with deaf children (group 1), younger hearing children from public schools (group 2), older hearing children from public schools (group 3) and children from private schools (group 4). The results evidenced a clear distinction between mathematical cognitive skills more dependent and less dependent on linguistic stimuli, notifying that deaf children have the same performance, or in some cases even higher performance than hearing children in skills less dependent on linguistic stimuli. However, both deaf children and younger hearing children from public schools had a significantly lower performance in comparison to older hearing children from public schools and children from private schools. This result indicates that deafness is not a cause of poor academic performance in mathematics. Thus, it seems necessary to think of forms of pedagogical intervention which can ensure the successful learning of mathematics for both deaf children and hearing children who attend public schools in Brazil.
publishDate 2014
dc.date.none.fl_str_mv 2014-03-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/81900
10.1590/S1517-97022014000100011
url https://www.revistas.usp.br/ep/article/view/81900
identifier_str_mv 10.1590/S1517-97022014000100011
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/81900/85158
https://www.revistas.usp.br/ep/article/view/81900/85159
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 40 n. 1 (2014); 163-179
Educação e Pesquisa; Vol. 40 No. 1 (2014); 163-179
Educação e Pesquisa; Vol. 40 Núm. 1 (2014); 163-179
1678-4634
1517-9702
reponame:Educação e Pesquisa
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
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institution USP
reponame_str Educação e Pesquisa
collection Educação e Pesquisa
repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||revedu@usp.br
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