Pedagogical consideration for the enhancement of mathematical skills among the hearing impaired pupils in selected Basic Schools in Ndola and Lufwanyama Districts of Copperbelt Province,Zambia

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Chishimba, Christine
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The University of Zambia
The purpose of the study was to examine the factors inhibiting learning Mathematical skills among the hearing impaired pupils in selected Basic Schools in Zambia. The objectives of the study were to: investigate the factors inhibiting the learning of Mathematical skills among the hearing impaired pupils; find out the Mathematical skills taught to the hearing impaired pupils; examine the instructional strategies used in teaching Mathematical skills to the hearing impaired pupils; assess the availability of educational resources in teaching the hearing impaired pupils Mathematical skills; and ascertain the suitability of the available resources in teaching Mathematical skills to pupils with hearing impairments. An ethnographic paradigm was used in this study. This was believed to be the most appropriate approach because it provides insights and experiences of families with disabled children in real life situations better than any other approach. The sample comprised 44 teachers of mathematics and 70 pupils who were purposively selected. This method of sampling was chosen because it only targeted the teachers and pupils who were expected to have adequate information on the topic. Questionnaires and interviews were used to collect the needed data. The quantitative data from the questionnaires were analysed using the Statistical Package for Social Sciences (SPSS) while the qualitative data was analysed through emerging themes. The findings of the study revealed that there were several factors that inhibited the hearing impaired from learning Mathematical skills. Most of the teachers (25) cited negative attitude of teachers in the delivery of the curriculum due to language barrier (teacher’s lack of training or knowledge in Sign Language). Other factors according to the teachers included, inadequate textbooks and visual aids, poor methodology, and lack of clear explanation of concepts by the teachers. On the other hand, 33 pupils said that they failed to understand Mathematical concepts because teachers did not give them proper instructions in sign language while 37 of them reported that they lacked adequate textbooks to use. In terms of the skills taught to pupils with hearing impairment, the study showed that 27 of the teachers taught pupils how to add and subtract numbers while 17 of the teachers taught the pupils how to add, subtract, multiply and divide numbers. As regards instructional strategies used in teaching Mathematics to the hearing impaired pupils, the study revealed that 27 teachers used demonstrations and question and answer method while 7 used concrete objects and 4 used sign language in conjunction with visual aids. On the other hand, 44 pupils reported that teachers just explained concepts in sign language while 26 of them said that teachers used learning aids, books and sign language. As regards availability of educational resources, the findings of the study showed that 27 teachers were of the view that these resources were not adequate enough. Like the teachers, 39 pupils indicated that the educational resources were not readily available while 31 were of the view that they were available. However, the study findings showed that 25 teachers used textbooks and charts while 8 used textbooks, concrete objects and charts. Further, 6 teachers used concrete objects whereas 3 used textbooks, abacus and counters.
Mathematics abilities in Children-Zambia , Mathematics --Study and Teaching(Primary)-Zambia , Mathematical models