Rehabilitation of children with a cochlear implant: Overcoming difficulties in solving mathematical problems

Sikinbayev B. Alwaely S.A. Ganeeva A.
2025 Sriwijaya University

Journal on Mathematics Education
2025 #16 Issue 1 173 - 196 pp.

Children with cochlear implants face cognitive and linguistic challenges, particularly in the relationship between auditory perception and mathematical cognition. While auditory rehabilitation has advanced, there is a gap in understanding how integrating mathematical problem-solving with language rehabilitation can improve both cognitive and linguistic outcomes for these children. This study explores the potential of structured mathematical interventions to enhance cognitive flexibility, numerical reasoning, and verbal communication. The research was conducted in multiple phases, each increasing in complexity to assess cognitive and linguistic changes under various intervention conditions. Pre-intervention assessments compared cognitive and linguistic performance through auditory and verbal tests, quantitative evaluations, and real-time speech monitoring. The intervention involved structured mathematical modules combining arithmetic and logical reasoning with verbal learning, alongside multisensory approaches to integrate auditory and visual stimuli. Post-intervention analysis utilized statistical methods including χ² for categorical data, ANOVA for intra-subject variations, and t-tests for inter-group comparisons. Results revealed significant improvements in cognitive adaptability (χ² = 29.41, p ≤ 0.001) and numerical thinking, with enhanced logical sequencing, arithmetic operations, and spatial structuring. Speech comprehension showed a marked shift from predominantly gestural and visual communication (χ² = 12.36, p ≤ 0.01) to active verbal responses to abstract mathematical concepts (p ≤ 0.05, Cohen’s d = 0.82). Additionally, there was a 1.5-fold increase in multi-sentence responses (p ≤ 0.05), indicating improved linguistic processing skills. These findings emphasize the importance of incorporating mathematical thinking into auditory-verbal therapy, redefining problem-solving as a dual-mode intervention that enhances both cognitive and linguistic development. Educational programs for children with cochlear implants should integrate mathematical foundations, such as spatial arithmetic and logical reasoning, to support linguistic adaptation and bridge numerical abstraction with verbal comprehension in rehabilitation.

Auditory and Speech Development , Children , Cochlear Implants , Math Problems , Pedagogical Methods

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Department of Special Pedagogical, Kazakh National Womens Teacher Training University, Almaty, Kazakhstan
Masters Department in Arabic Language Curricula and Islamic Education, Al Ain University, Abu Dhabi, United Arab Emirates
Department of Curriculum and Instruction, Hashemite University, Zarqa, Jordan
Department of Mathematics and Applied Informatics, Yelabuga Institute of the Kazan Federal University, Yelabuga, Russian Federation

Department of Special Pedagogical
Masters Department in Arabic Language Curricula and Islamic Education
Department of Curriculum and Instruction
Department of Mathematics and Applied Informatics

10 лет помогаем публиковать статьи Международный издатель

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