Effectiveness of Critical Thinking Skills for Developing Arithmetic Among Children With Hearing Impairment: A Literature Review

Abstract

The development of arithmetic skills is a crucial aspect of cognitive and academic growth, particularly for children with hearing impairment (CWHI). Unlike their hearing peers, these children face unique challenges in mathematical comprehension due to language and communication barriers, which can hinder their ability to grasp arithmetic concepts. Critical thinking (CT) skills play a pivotal role in overcoming these challenges, as they facilitate logical reasoning, problem-solving, and systematic analysis. This literature review explores the significance of CT in mathematical learning for children with hearing impairment, examining existing research on CT-based interventions and their impact on arithmetic skill development. The paper further discusses various educational strategies, theoretical frameworks, and empirical studies related to CT and mathematics learning among children with hearing impairment. The findings indicate that CT-based approaches significantly enhance numerical comprehension and problem-solving abilities, providing a strong foundation for further mathematical education. This review concludes by identifying research gaps and proposing future directions for effective educational interventions.

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