The Double-Edged Role of Visuals in Mathematics: A Cognitive Perspective on Deaf Learners

Abstract

 Deaf students often encounter difficulties in solving mathematical problems due to limited access to verbal explanations and abstract symbolic representations. Visuals are frequently introduced as a solution to support understanding, yet their effectiveness remains debatable. This study aims to explore the role of visuals in mathematics problems—whether they function as aids or obstacles in the cognitive processes of deaf learners. Employing a qualitative approach with a multiple case study design, the research involved 15 junior secondary school deaf students (7 females and 8 males) who were purposively selected based on the criteria of having no cognitive impairments or additional disabilities. Two mathematics teachers, one hearing and one deaf, were also involved. Data were collected through mathematics problem-solving tests followed by stimulated recall interviews to investigate students’ cognitive strategies and visual interpretations. Data triangulation across sources and methods ensured the credibility of the findings. Results reveal that visuals can enhance conceptual understanding and assist in strategy planning, especially when images are simple, familiar, and directly related to mathematical content. However, visuals may also become cognitive distractions when they include irrelevant details, ambiguous symbols, or complex layouts. The study concludes that the effectiveness of visuals is highly dependent on their design and compatibility with students’ visual literacy and representational skills. These findings underscore the importance of designing mathematics visuals that are cognitively accessible and pedagogically purposeful for deaf learners.