Using American Sign Language with a Direct Instruction Mathematics Program to Affect the Mathematics Achievement of Deaf Students
Date of Award
Specialist in Education
Dr. Howard E. Farris
Dr. Alan Poling
Dr. Galen Alessi
Masters Thesis-Open Access
The effectiveness of supplemental instruction using a scripted direct instruction program, Connecting Math Concepts (Englemann & Carnine, 1992), with four lower elementary deaf students was compared to the effectiveness of supplemental instruction in their traditional math curriculum, Mathematics Today (Abbott, 1985). A two-phase multiple baseline design across students was used. During the first phase, the students' achievement on curricula-based math probes was assessed while using the Mathematics Today as a supplement. During the second phase, the students' achievement was assessed while using Connecting Math Concepts as a supplement. The teacher presentation scripts in this program were translated into American Sign Language. The results were mixed; some students scored higher with instruction in Mathematics Today and others scored higher with instruction in Connecting Math Concepts. The mixed results indicate a need for an in-depth analysis of the Connecting Math Concepts scripts and translation to American Sign Language before they can be optimally effective for deaf students.
Bass, Annette J., "Using American Sign Language with a Direct Instruction Mathematics Program to Affect the Mathematics Achievement of Deaf Students" (1993). Masters Theses. 799.
Curriculum and Instruction Commons, Science and Mathematics Education Commons, Special Education and Teaching Commons