Dissertation
THE REFLECTIVE MATHEMATICAL EXPERIENCES OF DEAF AND HARD-OF-HEARING STUDENTS: AN INTERPRETIVE PHENOMENOLOGICAL ANALYSIS
Doctor of Philosophy (PhD), Washington State University
2026
Abstract
In the United States, there are currently 300,000 Deaf students who are of schooling-age. Despite their Deaf identity and usage of Sign Language, most of these students are educated in the hearing classroom with hearing students and teachers. This has resulted in a debate over the efficacy of these learning spaces, with a significant emphasis placed on mathematical achievement. This study, choosing to center Deaf voices, interviews Deaf adults about their experiences with mathematics in environments that are often structured around hearing norms. Grounded in Vygotsky’s sociocultural theory, this research examines how cultural mediations are reflected upon by Deaf students as influencing their experiences with mathematics.Using an IPA (Interpretive Phenomenological Analysis) approach, interviews with four participants were collected and analyzed for experiences in elementary, secondary, and post-secondary mathematics. From this, several major themes have emerged, including the role of mediating tools in fostering identity formation and belonging, how structures of support mediate and constrain access to mathematical content, and how tensions exist between supports in the classroom and a desire to be seen as an autonomous mathematics doer.
This study contributes to existing literature by, importantly, grounding the findings in Deaf voices. When examining Deaf voices, there is a need to develop mathematics learning environments that are responsive to Deaf learning needs and cultural identity. Specifically, this study shows that Deaf students are using individualized mediational strategies to navigate unfamiliar hearing environments that reject the traditional support offered in hearing environments, such as the ASL interpreter. This has introduced a need to examine the dynamic between mathematical support, inclusion, and collaboration and question how current supports can go further to increase Deaf inclusion and collaboration in hearing spaces.
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Details
- Title
- THE REFLECTIVE MATHEMATICAL EXPERIENCES OF DEAF AND HARD-OF-HEARING STUDENTS: AN INTERPRETIVE PHENOMENOLOGICAL ANALYSIS
- Creators
- Blake Rodney Nelson
- Contributors
- Judith McDonald (Advisor)Annie Wilhelm (Committee Member)Molly Kelton (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Mathematics and Statistics
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Number of pages
- 224
- Identifiers
- 99901394205001842
- Language
- English
- Resource Type
- Dissertation