Abstract

This study investigated the three variables of deaf girls' attributions for success and failure in mathematics. The three variables are confidence, usefulness of mathematics, and the impact of socializers. There are no research studies about deaf girls and mathematics. Parallel research studies from hearing populations have been done. This study was conducted at Rochester School for the Deaf in New York. The subjects were eleven deaf high school girls ranging from seventh grade to eleventh grade. Also included in the subjects were the eleven parents of the deaf high school girls. The study included both qualitative and quantitative techniques. Qualitative techniques were used to evoke responses in interviews of deaf high school girls and phone interviews from parents of deaf high school girls. Quantitative techniques were used to record grades of the deaf high school girls taking mathematics from their elementary to highs school years. The findings of this study parallel the findings of the hearing populations except for two areas - a high percentage of boys and girls who are treated equally in math class and a low percentage of girls who consults their fathers for help with mathematics. Future research is recommendedto explore other variables of deaf girls' attributions of success and failure in mathematics further. The findings may be parallel to the findings of the hearing populations.

Publication Date

9-21-2005

Document Type

Master's Project

Student Type

Graduate

Department, Program, or Center

Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)

Advisor

Raman, Marie - Chair

Advisor/Committee Member

Bateman, Gerald

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.

Campus

RIT – Main Campus

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