The Importance of Early Number Concepts for Learning Mathematics in Deaf and Hard of Hearing Children

Abstract

This chapter discusses important background knowledge and research findings from a variety of disciplines that inform best practices for supporting optimal mathematical achievement in all children. Studying deaf and hard of hearing children affords an unique lens on numerical cognition and can reveal mechanisms that underlie the relationships between language and numerical cognition in all children. First, discussion will begin with the importance of early numeracy for later academic outcomes, and why prioritization of instruction time and early intervention are needed to increase the likelihood of a strong foundation in numeracy. Second, a brief overview of numeracy development milestones will provide a basis for discussion of our central thesis: language experiences can impact numerical cognition, which then have a significant impact on academic outcomes. Third, given the importance of numeracy skills in academic outcomes, we describe pedagogical trends that are likely to support the development of numerical cognition. Finally, we offer some future directions of research that will further account for underlying mechanisms of numeracy development in very young and preschool-aged children.