title: Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children.
abstract: 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.
authors.affiliation: Kent State University, EFSS 405 White Hall, Kent, OH 44242-0001, USA. kkritzer@kent.edu
authors.forename: Karen L
authors.initials: KL
authors.lastname: Kritzer
mesh_terms: D001076:Aptitude; D002648:Child; D002652:Child Behavior; D002675:Child, Preschool; D003142:Communication; D003638:Deafness / Q000523:psychology*; D019988:Children with Disabilities / Q000523:psychology; D005260:Female; D006801:Humans; D033182:Intention; D007858:Learning; D008297:Male; D008433:Mathematics; D016743:Mental Competency; D017008:Negotiating; D010290:Parents / Q000523:psychology; D011340:Problem Solving