Developing an Affective Model for Mathematics Learning of Students with Hearing Impairments


  • She Wanbin Bansomdejchaopraya Rajabhat University, Thailand.
  • Pong Horadal Graduate School, Bansomdejchaopraya Rajabhat University, Thailand.
  • Sombat Teekasap Graduate School, Bansomdejchaopraya Rajabhat University, Thailand.
  • Kanakorn Sawangcharoen Graduate School BansomdejChaopraya Rajabhat University


Mathematics Learning, Hearing Impairments, Affective Model


Adamo-Villani, N., Doublestein, J., & Martin, Z. (2005). Sign language for K-8mathematics by 3D interactive animation. Journal of Educational Technology Systems. 33(3), 241-257.

Ariapooran, S. (2017). Mathematics motivation, anxiety, and performance in female deaf/hard of-hearing and hearing students. Communication Disorders Quarterly. 38(3),172-178.

Barth, J. M., Dunlap, S. T., Dane, H., Lochman, J. E., & Wells, K. C. (2004). Classroom environment influences on aggression, peer relations, and academic focus. Journal of School Psychology. 42(2), 115-133.

Baş, G. (2016). The effect of multiple intelligences theory-based education on academic achievement: A meta-analytic review. Educational Sciences: Theory & Practice. 16(6), 1833-1864.

Bottge, B. A., Toland, M. D., Gassaway, L., Butler, M., Choo, S., Griffen, A. K., & Ma, X. (2015). Impact of enhanced anchored instruction in inclusive math classrooms. Exceptional Children. 81(2), 158-175.

Cawthon, S. W., Barker, E., Daniel, J., Cooc, N., & Vielma, A. G. (2022). Longitudinal models of reading and mathematics achievement in deaf and hard of hearing students.The Journal of Deaf Studies and Deaf Education. 28(1), 115-123.

Chiu, M. M., & Klassen, R. M. (2010). Relations of mathematics self-concept and it scalibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries. Learning and Instruction. 20(1), 2-17.

Dowker, A., Bennett, K., & Smith, L. (2012). Attitudes to mathematics in primary school children. Child Development Research. 2012.

Elsayed, S. A., & Rakza, S. M. (2020). The Relationship between Hyperactivity and Mathematics Learning among a Child with Deep Deafness. International Electronic Journal of Mathematics Education. 15(1), em0562.

Galitskaya, V., &Drigas, A. (2020). Special education: Teaching geometry with ICTs. International Journal of Emerging Technologies in Learning (iJET). 15(6), 173-182.

Gersten, R., & Baker, S. (2001). Teaching expressive writing to students with learning disabilities: A meta-analysis. The Elementary School Journal. 101(3), 251-272.

Gottardis, L., Nunes, T., & Lunt, I. (2011). A synthesis of research on deaf and hearing children's mathematical achievement. Deafness & Education International. 13(3), 131150.

Grootenboer, P., & Hemmings, B. (2007). Mathematics performance and the roleplayed by affective and background factors peter grootenboer and brianhemmings. Mathematics Education Research Journal. 19(3), 3-20.

Hannula, M. S. (2012). Exploring new dimensions of mathematics-related affect: Embodied and social theories. Research in Mathematics Education. 14(2), 137-161.

Harvey, K., & Horton, L. (1977). Bloom's human characteristics and school learning. The Phi Delta Kappan. 59(3), 189-193.

Kelly, R. R., Lang, H. G., & Pagliaro, C. M. (2003). Mathematics word problem solving for deaf students: A survey of practices in grades 6-12. The Journal of Deaf Studies and Deaf Education. 8(2), 104-119.

King, S. A., Lemons, C. J., & Davidson, K. A. (2016). Math interventions for students with autism spectrum disorder: A best-evidence synthesis. Exceptional Children. 82(4), 443-462.

Kloosterman, P., & Gorman, J. (1990). Building motivation in the elementary mathematics classroom. School Science and Mathematics. 90(5), 375-382.

Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for research in mathematics education. 26-47.

Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of educational psychology. 79(3), 280.

Mishra, A., Walker, K., Oshiro, B., Langdon, C., & Coppola, M. (2022). Mathematic sanxiety in deaf, hard of hearing, and hearing college students. Annals of the New York Academy of Sciences. 1513(1), 89-107.

Mpofu, J., & Chimhenga, S. (2013). Challenges faced by hearing Impaired pupils in learning: A case study of King George VI Memorial School. Journal of Research & Method in Education. 2(1), 69-74.

Nunes, T., & Moreno, C. (2002). An intervention program for promoting deaf pupils' achievement in mathematics. Journal of Deaf Studies and Deaf Education. 120-133.

Pieronkiewicz, B. (2014). On the importance of affective dimensions of mathematics education. Didactics of Mathematics. 2014(11), 13-24.

Rajamoni, R. N., Kumar, R. M. S., & Leela, B. C. (2022). Factors Affecting the Academic Performance of Students with Hearing Impairment. Revue d'Intelligence Artificielle. 36(4).

Reyes, L. H. (1984). Affective variables and mathematics education. The elementary school journal. 84(5), 558-581.

Xie, Y.-H., Potměšil, M., & Peters, B. (2014). Children who are deaf or hard of hearing in inclusive educational settings: A literature review on interactions with peers. The Journal of Deaf Studies and Deaf Education. 19(4), 423-437.

Yurmalia, D., & Hasanah, A. (2022). Visualization of deaf and hard hearing students in learning mathematics: A literature review. AIP Conference Proceedings. 2468(1).