THE CONCEPT OF FRACTIONAL NUMBER AMONG DEAF AND HARD-OF-HEARING STUDENTS

This study investigated deaf and hard-of-hearing students' understanding of the fractional number concept as measured by their ability to determine the order and/or equivalence of two fractional numbers presented in a pair. Analyses focused on the performance and strategies of 10-to-12 and 13-to-16 year old deaf and hard-of-hearing students (N=21) and comparison groups of hearing students (N=26). All students completed 18 fraction items requiring them to indicate which of two fractions presented in a pair was the larger value. On four items, students indicated their strategy. Results showed deaf and hard-of-hearing students performed similarly to younger hearing students in overall performance by fraction type and problem solving strategies. These students had a tendency to order fractions by the values of the counting numbers composing them.