Background: The study focused on children with hearing disabilities, which was significant as almost 9 million children in sub-Saharan Africa, including Namibia, had hearing disabilities. The problem was the lack of prior research on the effects of assistive technology (AT) in primary education for the Deaf in Namibia, for guiding Namibian special primary schools and educators. Aim: The aim was to investigate the effects of Constructivism-led AT on the teaching and learning of learners who were deaf, in a mathematics class at a rural special primary school. Setting: The study involved Grade three children who were deaf. Grade 3 is where children learn to build and understand foundational and basic mathematical concepts, such as counting, which they require for subsequent mathematics learning and practice. Methods: The study was a mixed-methods study comprising a quantitative experiment and qualitative interviews. Results: The findings suggested that the Constructivism-led AT may have had a positive effect on the children’s multiplication and division achievement, but not on their addition and subtraction achievement. The teachers were positive about the Constructivism-led AT and indicated that it supported collaborating, cooperating, exploring, self-assessing, learning from errors, seeking knowledge independently, self-regulating, self-reflecting, metacognitive thinking and being self-aware. Conclusion: For school management and teachers of children who are deaf, the study offered an intervention for potentially improving teaching and their learners’ mathematics achievement. In addition, the study provided valuable evidence for policymakers about integrating technology for effective learning environments.

中文翻译：

---

建构主义主导的辅助技术：纳米比亚特殊小学的一项实验

背景：该研究针对听力残疾的儿童，这一点意义重大，因为包括纳米比亚在内的撒哈拉以南非洲地区将近900万儿童患有听力残疾。问题在于，缺乏对纳米比亚聋人的初等教育中辅助技术的作用的先前研究，无法指导纳米比亚的特殊小学和教育工作者。目的：目的是研究在乡村特殊小学的数学课中，建构主义主导的AT对聋哑学习者的教与学的影响。地点：该研究涉及失聪的三年级儿童。3年级是儿童学习建立和理解基础和基本数学概念（例如计数）的地方，他们需要随后的数学学习和练习。方法：该研究是一种混合方法研究，包括定量实验和定性访谈。结果：研究结果表明，以建构主义为主导的AT可能对孩子的乘法和除法成绩产生积极影响，但对他们的加减法成绩没有积极作用。老师对建构主义主导的AT持积极态度，并表示它支持协作，合作，探索，自我评估，从错误中学习，独立寻求知识，自我调节，自我反思，元认知思维和自我意识。结论：对于失聪儿童的学校管理人员和教师，该研究提供了一种干预措施，可以潜在地改善教学和他们的学习者的数学成绩。此外，