Visually Supported Educational Intervention in Algebra for Students with Hearing Impairments: A Qualitative Action Research Implementation

Abstract

This study presents an applied educational intervention within the framework of special education, aiming to teach the concepts of equality and polynomial operations to deaf and hard-of-hearing upper secondary school students (Grade 11). The instructional design is based on the philosophy of the new Mathematics Curriculum for Lyceum and incorporates principles of differentiated instruction and game-based learning, integrating selected digital tools and manipulative materials. The intervention was structured into phases of exploration, active engagement, and collaboration in order to holistically approach the concepts of the unit. The evaluation followed an action research methodology, with qualitative data collected through structured observation, analysis of student participation, focus groups, and targeted feedback both inside and outside the classroom. The results indicated increased learning participation, enhanced mathematical understanding and collaboration skills, and positive emotional engagement of the students. These findings are consistent with international research evidence in the fields of inclusive mathematics education and game-based instruction.