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ing for receptive communication as it reduces eye-
strain. Also, there is an appropriate language model
that can effectively provide not only the vocabulary to
label objects but also a language model for expressing
concepts and ideas, using the child’s mode of commu-
nication in maths.
Step three – to identify specific aspects of the
child’s learning activities; where he or she needs out-
side help during the educational process. For ex-
ample, use more than one mode of presentation for
maths concepts. These may include manipulatives,
verbal, gestural, pictorial, and symbolic modes. En-
courage students to translate between modalities, par-
ticularly the language of mathematics, to make con-
nections (Kollosche et al., 2019). For example, in-
structional strategies of using GeoGebra visualisation
to provide an enriched learning environment that pro-
motes a wide range of real world, meaningful math-
ematical experiences with opportunities for explo-
ration and problem-solving in geometry. Initially in-
troduce word problems as informal stories with maths
facts through dramatization, using pictures, drawings,
and manipulatives, and then translating the action into
a maths sentence. Students can use images, objects,
and visualise or pantomime the action in a problem to
move from the concrete to more abstract representa-
tions of the problem.
2.2 Methods of Maths Teaching to
Children with Hearing Impairments
There are specific methods of class management and
teaching where children with hearing impairment
(Kidd, 2018; National Deaf Center on Postsecondary
Outcomes, 2020b; Nunes and Moreno, 1999; Ray,
2001; Singh, 2019). Firstly, teachers need to use al-
ternative forms of communication and the strategy
of studying maths based on non-verbal intelligence
and competences (seriation, analogy, systematisation)
(Fritz et al., 2019). The adaptation of the education
maths content to the cognitive abilities of the students
for children with HI, this is the removal of complex
verbal material.
Secondly, it is visual learning. Taking into account
the specificity of the HI, the types of showing objects
are additionally selected. For example, for children
with hearing impairment, the visual manuals should
be specific, with details that concentrate on the per-
ception of main things. The teacher needs some tips
for classroom management: slowing down the educa-
tional process. Communication of the information for
deaf and hard-of-hearing learners is carried out with
consideration of the slower perception of the verbal
information. For deaf and hard-of-hearing learners,
more time is given to think about the answer (Kidd,
2018).
Thirdly, repeatability in teaching. The repetition
variability should be used to fill the gaps in the per-
ception of children with hearing impairment espe-
cially if we use ICT (Kidd, 2018). The optimization
of the work pace and fatigue dynamics of deaf and
hard-of-hearing learners. This tool is aimed at ac-
tivation of the students’ cognitive activities, support
of their ability to work and includes, in particular:
switching the students to different types of activities
to prevent fatigue (gamification, visualisation, mod-
elling, extrapolation examples in classroom space);
using interesting facts, examples, and details in the
process of presentation of the material; emotional
presentation; organising the minutes of rest at the
lessons; creating success situations for the deaf and
hard-of-hearing learners (Shestopalova et al., 2019).
Conceptually, difficulties of deaf and hard-of-hearing
learners in middle school in maths class depend on the
expression of disorders and manifest themselves in
the following areas: fundamentally, it’s understanding
of spoken language and formation of active speech
(Barrett, 2005).
Generally, the main purpose of studying maths is
the formation of verbal-logical thinking children with
HI and well as the formation of the auditory-visual-
tactile perception of mathematical concepts (child
with HI asks questions to clarify details; makes deci-
sions on the use of approaches and materials learned
earlier; can explain decisions and establish logical
connections; knows how to systemize features; plans
activities) (Rochester Institute of Technology, 2022a;
Kidd, 2018).
3 CURRENT RESEARCH AND
HYPOTHESIS
We have a goal of comprehensive estimation of if
using ICT for the study of maths became a booster
and helps to improve HI children’s performance on
problem-solving tasks in maths and their ability to
predict and make observations based on the given in-
formation, which requires strong language skills and
the ability to critically think.
Learning difficulties in this category of children
are related to speech delay and specific problems in
conceptual and figurative thinking (Barrett, 2005). In
particular, the peculiarity of the formation of visual-
action thinking is that it occurs almost without speech,
which makes it imperfect and does not contribute to
the transition to the visual image level. In turn, the
formation of formal-logical thinking is also difficult
The ICT Usage in Teaching Maths to Children with Hearing Impairment
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