Inclusive pedagogies in mathematics education

Experiential learning for deaf learners in specialized settings

Authors

  • Edo Hatsu Saint Vincent College of Education, Ghana
  • Francis Ohene Boateng Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Ghana https://orcid.org/0000-0003-0197-7385
  • Yarhands D. Arthur Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Ghana
  • Ernest Frimpong Akosah Akenten Appiah Menka University of skills Training and Entrepreneurial Development https://orcid.org/0000-0002-9792-5311

DOI:

https://doi.org/10.32674/73n9av79

Keywords:

Experiential Learning, Collaborative Teaching, Mathematics Achievement, Deaf Learners, Specialized Classrooms, Quasi-Experimental Design, Teacher Training

Abstract

In this paper, we examined the effects of experiential learning combined with collaborative teaching on the mathematics achievement of deaf learners in specialized classrooms. A quasi-experimental design was employed, comparing pre-test and post-test scores of a control group that received traditional instruction with those of an experimental group taught through experiential learning using collaborative methods. Both groups showed improvement, but the experimental group demonstrated significantly greater gains. Findings confirm the effectiveness of learner-centered approaches in enhancing engagement and understanding among deaf students. The study aligns with global education reform efforts that advocate for inclusive, adaptive teaching practices. It highlights the importance of innovative pedagogies in addressing diverse learner needs and promoting equitable outcomes, particularly in specialized and cross-cultural educational settings.

Author Biographies

  • Edo Hatsu , Saint Vincent College of Education, Ghana

    EDO HATSU, MPhil, is a PhD candidate in the Department of Mathematics Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi, Ghana. He is also assistant lecturer in the Department of Mathematics & ICT at St. Vincent College of Education, Yendi. His research interests include mathematics education for learners with special needs, preservice teachers’ mathematics education, mathematics achievement, experiential learning and collaborative teaching and inclusive mathematics education. Email: hatsuedo26@gmail.com

  • Francis Ohene Boateng , Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Ghana

    FRANCIS OHENE BOATENG, PhD, is an Associate Professor of Applied Mathematics at the Department of Mathematics Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi, Ghana. His research interests are in the area of mathematical modelling using Differential Equations and computational mathematics, technology integration in Mathematics Education. Email: foboateng@aamusted.edu.gh

  • Yarhands D. Arthur, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Ghana

    YARHANDS D. ARTHUR, PhD, is an Associate Professor in the Department of Mathematics Education, Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi, Ghana. His major research interests include History of mathematics, STEM education, realistic mathematics education, and problem-solving

    Email: ydarthur@aamusted.edu.gh

  • Ernest Frimpong Akosah, Akenten Appiah Menka University of skills Training and Entrepreneurial Development

    ERNEST FRIMPONG AKOSAH, MPhil, is a PhD candidate in the Department of Mathematics Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi, Ghana and also the Head of Department at Peki College of Education, Mathematics/ICT. His major research interest includes realistic mathematics education, ethno mathematics, social justice, and STEM education. Email: akferst@gmail.com

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Published

2025-06-27

Issue

Vol. 13 (2025): American Journal of STEM Education: Issues and Perspectives

Section

STEM Education (regular)

How to Cite

Hatsu , E. ., Boateng , F. O. ., Arthur, Y. D. ., & Akosah, E. F. (2025). Inclusive pedagogies in mathematics education: Experiential learning for deaf learners in specialized settings. American Journal of STEM Education, 13, 97-118. https://doi.org/10.32674/73n9av79