CHAPTER I

INTRODUCTION

Mathematics is an aesthetically pleasing field of study that harmonizes two

distinct worlds: one that exists within our minds and another that encompasses our

environment, or nature. The foundation of mathematics relies on protocols or rules

that facilitate the synchronization of these worlds, and it is imperative to teach these

protocols beforehand. The protocols of mathematics, for the purpose of motivation,

have the ability to articulate these concepts in the language of mathematics (National

Research Council, 1998).

Teaching mathematics holds significant importance for both teachers and

learners. However, it is undeniably a challenging task. The intricacies of mathematics
often deter learners from appreciating the world of numbers and symbols. This
complexity is experienced not only by typically developing children but even more so
by children who are deaf and hearing impaired (M.C Falsetti, 2005).

Mathematics is the study of numbers, quantities, and shapes, as well as the

relationships between them. It involves using deductive reasoning and critical

thinking skills to solve problems and understand various phenomena in the natural

and social sciences. Mathematics is often divided into branches such as algebra,

geometry, calculus, and statistics, each of which deals with specific mathematical

concepts and techniques (Smith, J. A., 2010).

Research conducted by Khatoon revealed that only 2% to 5% of special

children, particularly those with hearing disabilities, expressed satisfaction with the

curriculum. Kazmi (2007) reported that concerns about the curriculum for special

education children were predominantly theoretical and lacked practical applications.

 Sign language serves as a valuable alternative to oral learning methods.

However, in the case of Pakistan, the national standardization of Pakistan Sign

Language (PSL) is lacking, leading to significant variations from one place to another.

Research conducted by Khatoon revealed that tutors and teachers are often ill-

equipped to effectively communicate with special children using PSL. Surprisingly,

72% of deaf individuals and 57% of parents of these individuals disclosed these

challenges. Khatoon also found that 88% of teachers never utilize finger spelling, and

an overwhelming 90% of tutors do not incorporate speech in their teaching methods

(Khatoon, 2012).

In Pakistan, inadequate policies and their ineffective implementation, coupled

with a scarcity of resources, teachers lacking in sufficient mathematical background,

and limited proficiency in sign language, pose significant challenges to the teaching

process. Specifically, in Punjab, there is a shortage of special education teachers.

Furthermore, each teacher is often tasked with managing multiple classes

simultaneously, leading to considerable difficulties. Many institutions burden their

teachers not only with a high number of students but also additional official

responsibilities, creating overwhelming workloads for educators (Bushra & Rukhsana,

2014).

Considerable efforts have been made to address the challenges faced by

students with hearing impairments. However, there is still much work to be done to

support teachers in this context. This study will focus specifically on the issues that

teachers encounter while teaching students with hearing impairments.

1.1 Statement of the problem

 Teaching mathematics is a challenging task and holds immense significance

for both facilitators and learners. It is not a job that can be done informally. The

complexities involved in teaching mathematics often impede teachers from effectively

instructing hearing-impaired students at a high-quality level.

Special education teachers encounter numerous challenges, including a

shortage of teaching faculty, limited resources, insufficient audio-visual aids, and

weak foundational knowledge of mathematics among special students, additional

administrative burdens, and lack of support from parents, inadequate policies, poor

implementation of existing policies, and a lack of interest among special students in

mathematics. These challenges significantly impact the teaching and learning process

in special education contexts.

1.2 Objectives of the Study

The primary study objectives include:

1. Identifying Communication Barriers: To explore the challenges related to

communication barriers faced by hearing-impaired students in mathematics classes.

2. Understanding Conceptual Challenges: To assess the difficulties in explaining

fundamental mathematical concepts to hearing-impaired students.

3. Examining Pedagogical Challenges: To investigate the pedagogical challenges

experienced by teachers when instructing mathematics to students with hearing

impairments.

4. Exploring Administrative Issues: To examine the administrative obstacles

confronted by teachers while teaching mathematics to hearing-impaired students.

5. Identifying Lack of Parental Support: To identify the lack of parental support

that affects the teaching and learning process of mathematics for hearing-impaired

students.

1.3 Research Questions of the study

In vision of the research objectives, following questions are outlined;

1. What challenges are experienced due to communication barriers in mathematics

classes for students with hearing impairments?

2. What specific difficulties arise when explaining basic mathematical concepts to

students with hearing impairments?

3. What pedagogical challenges do teachers encounter when teaching mathematics to

students with hearing impairments?

4. What administrative issues do teachers face when teaching mathematics to students

with hearing impairments?

5. How does the lack of parental support affect the teaching and learning of
mathematics for hearing-impaired students?

1.4 Significance of the Study

The study might devise significance for the field of mathematics teaching to
students with hearing impaired. This study provides the suggestion to face challenges
in both teaching mathematics and learning of hearing impaired students.

The study could prove beneficial for practitioners in the field. It may offer
practical insights into addressing the challenges faced by teachers when teaching
mathematics to hearing-impaired students. Additionally, the study could inform
strategies and interventions aimed at improving the outcomes for these students in the
realm of mathematics education.

It may be deal valued understandings for the policy makers, practioniores,

educationists, parents, forthcoming researchers and common person who reads. It may
also be helpful in the curriculum development of mathematics that taught by the
teachers to hearing impaired students.

1.5 Rational of the Study

Mathematics constitutes a realm of numbers and concepts. Teaching mathematics is

undeniably a challenging task, made even more demanding when instructing students

with hearing impairments as compared to their hearing peers. While extensive efforts

have been made to understand the learning challenges faced by hearing-impaired

students, there has been a limited focus on the obstacles encountered by teachers

when teaching mathematics to students with hearing impairments.

The study will address several challenges, including the timely completion of the

curriculum, insufficient parental support, and limited mathematical expertise among

our special education teachers, communication barriers, and inadequate financial

resources often encountered by these educators in their institutions.

The study gives the better solution to overcome the above mentioned challenges that

restricts the teaching process. It gives the better opportunity for policy makers to

develop the curriculum of mathematics for the students of hearing impaired. It also

enhances the teaching process in a very efficient way.

1.6 Procedure of the Study/ Research Methodology

Research methodology is based on tools and techniques are used in present study. The

details are given as:

1.6.1 Research Design:

The study was conducted in a descriptive manner with the aim of exploring the

challenges encountered by teachers when instructing students with hearing

impairments in mathematics.

1.6.2 Population:
All the teachers instructing mathematics to children with hearing impairments were

considered the population for this survey.

1.6.3 Sampling Technique:

The researcher adopted the quantitative technique to undertake the investigation. It

used the online calculator for this survey. The stratified random sampling was used

for this survey.

1.6.4 Instrument (Research Tool Development):

In this study, the technique of stratified random sampling was employed. The chosen

research tool for further proceedings was a questionnaire. Questionnaires were chosen

due to their cost-effectiveness and the efficient use of time. Both open-ended and

closed-ended questions were included in the questionnaire. Care was taken to avoid

ambiguity in the phrasing of questions.

The researcher utilized questionnaires to obtain genuine data and opinions on a

fundamental basis from the respondents. The questions were carefully formulated to

collect data regarding the challenges faced by teachers in effectively instructing

students with hearing impairments. The researcher presented a total of 53 simple,

direct, and open-ended questions to both teachers and heads of institutions.

1.6.4Administration of Research

It is crucial to acknowledge the invaluable support and guidance provided by the

Research Supervisor, whose instructions were instrumental in conducting this

research. Additionally, a significant portion of the data and information presented in

this research was sourced from reputable Research Journals, Articles, Student papers,

and Books recommended by the supervisor. Furthermore, some data was gathered
through the use of online questionnaire development software applications. The

research analysis will be conducted using SPSS software, ensuring a rigorous and

comprehensive examination of the collected data.

1.6.5 Reliability of research tool

The reliability of the study was checked by the Cronbach’s Alpha Reliability test.

1.6.6 Validity of research tool

The above mentioned research tool is valid for our work procedure. After the

development of questionnaire (Research tool), the supervisor checked and finalized its

validity for further procedure. Whether the developed questionnaire was valid for

fulfilling the researcher’s objectives.

1.7 Data Collection

In this study, data was collected through an online questionnaire, which was

made accessible to participants via various social media platforms and email

invitations. The questionnaire, designed using a user-friendly online survey tool,

aimed to gather valuable insights from respondents about [Challenges Faced by

Teachers in Teaching Mathematics to students with Hearing Impairment]. Participants

were provided with a secure link to the questionnaire, ensuring the confidentiality of

their responses. The online format allowed for a convenient and efficient data

collection process, reaching a diverse and geographically dispersed group of

participants. The questionnaire comprised a series of carefully crafted questions,

designed to elicit specific information related to our research objectives. Participants

were encouraged to provide honest and detailed responses. The data collected through

this online survey serves as a fundamental basis for our analysis, providing valuable

perspectives from a wide range of individuals.

1.9 Data Analysis

After the process of data collection all the data will be entered into SPSS for

analysis. All the data was analysed through SPSS with the help of supervisor by

applying statistical tool of Frequency distribution, mean score, t-score. The researcher

will deal with the procedure of data formatting and lead to the entry and initial

inquiry.

The collected data were meticulously organized, sorted, and grouped into

seven distinct categories. These categories encompassed a range of crucial aspects:

firstly, the demographic characteristics of the respondents; secondly, the training

levels of teachers responsible for instructing hearing-impaired children; thirdly, the

types of equipment and learning materials provided in specialized schools and centers,

along with their accuracy; fourthly, the obstacles faced by teachers while educating

hearing-impaired students; fifthly, the specialized education in-service training

received by teachers, including the frequency of these training sessions; and lastly, the

significant role played by parents in the education of children with hearing

impairments. By systematically classifying the data into these thematic areas, a

comprehensive understanding of the various factors influencing the education of

hearing-impaired children was achieved, enabling a thorough analysis of the research

findings.

The study findings were meticulously organized to group all relevant

information pertaining to the specific subject matter. These data sets were then further

examined to extract meaningful responses to the research questions posed in the

study. Information gathered from the questionnaires underwent detailed analysis using

descriptive measures, including percentages, frequencies, and tables. Additionally,

statistical methods such as independent sample t-tests and ANOVA were applied to

relevant sample variables within this study. These analytical approaches provided a

comprehensive overview, facilitating a deeper understanding of the study's

conclusions.

1.10 Limitations

Given the extensive and dispersed nature of the population under

consideration, this study focuses exclusively on schools and centers catering to the

hearing-impaired population in select districts of Punjab.

The study will be limited to schools in Lahore District in Punjab which include

HI special schools and particular special education centers only. The scope of this study is

confined to identifying the challenges faced by special education teachers in effectively

teaching students with hearing impairments.