Mathematical skills in deaf and hard-of-hearing children: A systematic review
- 1Audiology Section, Department of Neuroscience and Reproductive Sciences and Dentistry, University of Naples Federico II, Naples, Italy
- 2Unit of Audiology, Phoniatrics and Vestibology, Regional Centre for Cochlear Implants and ENT Diseases, Department of Experimental and Clinical Medicine, University Magna Graecia, Catanzaro, Italy
- 3Hearing and Balance Unit, Department of Head and Neck, Federico II University Hospital, Naples, Italy
Abstract
Introduction: Mathematical competencies are essential for both academic achievement and everyday functioning. Research investigating mathematical skills in deaf and hard of hearing (DHH) individuals has produced heterogeneous findings, indicating domain-specific performance patterns and the influence of linguistic and cognitive factors. Recent evidence further suggests that these differences may emerge early in development. This systematic review aims to evaluate mathematical competencies in DHH individuals and to contextualize their mathematical profile in relation to developmental dyscalculia. Methods: A systematic review of observational studies was conducted in accordance with PRISMA 2020 guidelines. Studies were selected based on the PICOS framework, including participants under 18 years of age with congenital or acquired hearing loss. Comparisons involved hearing peers with or without specific learning disorders, and outcomes were based on direct assessments of mathematical abilities or related cognitive processes. A comprehensive literature search was performed in PubMed, Scopus, and Web of Science between March 31 and April 3, 2026, including all studies published up to the search date. In addition, relevant studies were identified through manual screening of reference lists. Methodological quality was assessed using the Joanna Briggs Institute (JBI) critical appraisal tools. Due to the heterogeneity of the included studies, results were synthesised narratively rather than through meta-analysis. Results: The twelve included studies showed substantial variability in mathematical performance among DHH individuals. Lower achievement was more consistently observed in tasks with high linguistic demands, such as word problem solving, measurement, and mathematical reasoning, whereas procedural and visually supported tasks were relatively preserved. Evidence from both preschool and school-aged populations suggests that these differences may emerge early in development and remain observable across different developmental stages. Linguistic proficiency and access to a fully accessible language emerged as key factors associated with mathematical outcomes. Additional sources of variability included educational setting, communication modality, age of language acquisition, and hearing-related characteristics. Overall methodological quality was generally characterized by moderate methodological concerns, most commonly related to limited control of confounding variables, incomplete reporting of measurement validity, and small sample sizes. Conclusion: Mathematical difficulties in deaf and hard of hearing (DHH) individuals appear to be domain-specific rather than global and appear to be associated with linguistic access and educational experiences. Evidence from both preschool and school-aged populations suggests that these differences may emerge early in development and remain evident across studies involving different age groups. These findings highlight the importance of considering language-related factors in both the assessment and instruction of mathematics in DHH learners.
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BibTeX
@article{laria2026mathematical,
title = {{Mathematical skills in deaf and hard-of-hearing children: A systematic review}},
author = {Carla Laria and Nicola Serra and Annarosa Trofa and Angelica Rodio and Giuseppe Chiarella and Pasquale Viola and Federica D’Ambrosio Geremicca and Emma Landolfi and Rita Malesci and Anna Rita Fetoni},
journal = {PLOS One},
year = {2026},
month = sep,
doi = {10.1371/journal.pone.0358324},
url = {https://doi.org/10.1371/journal.pone.0358324},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Mathematical skills in deaf and hard-of-hearing children: A systematic review
AU - Carla Laria
AU - Nicola Serra
AU - Annarosa Trofa
AU - Angelica Rodio
AU - Giuseppe Chiarella
AU - Pasquale Viola
AU - Federica D’Ambrosio Geremicca
AU - Emma Landolfi
AU - Rita Malesci
AU - Anna Rita Fetoni
PY - 2026
DA - 2026/09/16
JO - PLOS One
DO - 10.1371/journal.pone.0358324
UR - https://doi.org/10.1371/journal.pone.0358324
AB - Introduction: Mathematical competencies are essential for both academic achievement and everyday functioning. Research investigating mathematical skills in deaf and hard of hearing (DHH) individuals has produced heterogeneous findings, indicating domain-specific performance patterns and the influence of linguistic and cognitive factors. Recent evidence further suggests that these differences may emerge early in development. This systematic review aims to evaluate mathematical competencies in DHH individuals and to contextualize their mathematical profile in relation to developmental dyscalculia. Methods: A systematic review of observational studies was conducted in accordance with PRISMA 2020 guidelines. Studies were selected based on the PICOS framework, including participants under 18 years of age with congenital or acquired hearing loss. Comparisons involved hearing peers with or without specific learning disorders, and outcomes were based on direct assessments of mathematical abilities or related cognitive processes. A comprehensive literature search was performed in PubMed, Scopus, and Web of Science between March 31 and April 3, 2026, including all studies published up to the search date. In addition, relevant studies were identified through manual screening of reference lists. Methodological quality was assessed using the Joanna Briggs Institute (JBI) critical appraisal tools. Due to the heterogeneity of the included studies, results were synthesised narratively rather than through meta-analysis. Results: The twelve included studies showed substantial variability in mathematical performance among DHH individuals. Lower achievement was more consistently observed in tasks with high linguistic demands, such as word problem solving, measurement, and mathematical reasoning, whereas procedural and visually supported tasks were relatively preserved. Evidence from both preschool and school-aged populations suggests that these differences may emerge early in development and remain observable across different developmental stages. Linguistic proficiency and access to a fully accessible language emerged as key factors associated with mathematical outcomes. Additional sources of variability included educational setting, communication modality, age of language acquisition, and hearing-related characteristics. Overall methodological quality was generally characterized by moderate methodological concerns, most commonly related to limited control of confounding variables, incomplete reporting of measurement validity, and small sample sizes. Conclusion: Mathematical difficulties in deaf and hard of hearing (DHH) individuals appear to be domain-specific rather than global and appear to be associated with linguistic access and educational experiences. Evidence from both preschool and school-aged populations suggests that these differences may emerge early in development and remain evident across studies involving different age groups. These findings highlight the importance of considering language-related factors in both the assessment and instruction of mathematics in DHH learners.
SN - 1932-6203
ER -