Hearing impaired children's understanding of the Mathematical concept of money in Year 5

Abstract

Hearing Impaired children are included in the mainstream primary classes - does this imply that they have reached a level of understanding similar to that of their hearing peers or that they fall behind? The study deals with four hearing impaired children, in year 5, and their understanding of the mathematical concept of money. I made observations during mathematical lessons about money as well as interviews with hearing impaired children and hearing children and their parents. Sessions, during which written and practical tasks were carried out, were held with the both hearing impaired children and their peripatetic teachers and with hearing children. It resulted that hearing-impaired children lag behind hearing children in certain mathematical skills. They have little or no understanding of the concept of change and they have a language problem which is the main barrier that is limiting their access to understanding the concept of money and to be able to work out mathematical tasks involving money.