数学认知能力是研究人类概念发展的高级认知领域的重要窗口，对于个体正确认识客观世界具有至关重要的作用，也是人们处理日常生活的重要能力之一。有关数学认知能力的研究一直是心理学、教育学和认知神经科学的一个研究热点。听障儿童由于听觉通道和口语环境的缺失，其数学认知能力及其发展特点的研究有助于进一步探究语言认知与数学认知之间的关系。探讨听障儿童数学认知能力发展的趋势及影响机制，可以为听障儿童数学认知能力的科学培养奠定理论基础，同时为听障儿童家庭、学校数学教育干预提供借鉴。 本研究从听障儿童数学认知能力的发展特点、影响因素和关系模型3个部分开展。第一个部分包括4个研究。采用在线心理学实验平台（www.dweipsy. com/lattice）通过测验法分别测查3~9年级听障儿童的数量加工能力、数字加工能力、计算能力和数学推理能力，并将其发展趋势与健听儿童进行比较，了解听障儿童数学认知能力的发展特点、趋势及在人口统计学变量上的差异。结果发现，3~9年级听障儿童数学认知能力在数量加工、数字加工和计算三个子能力上差异显著，但在数学推理能力上各年级的得分差异不显著；6~7年级（15.15±2.08岁~15.46±1.70岁）可能是听障儿童数学认知能力发展的关键期。听障儿童数学认知能力与健听儿童差异显著，听障儿童数学认知能力的发展显著落后于健听儿童，但它们的总体发展趋势一致：都随着年级的增长数学认知能力（数学推理能力除外）不断提高。 3~9 年级听障儿童的数量加工能力、数字加工能力在性别、听障类型（先天聋、后天聋）、家庭居住地（城市、城镇、农村）和家庭交流方式（手语、口语、手口并用）上均不存在显著差异；但其计算能力在家庭交流方式上差异显著：口语家庭交流方式的听障儿童计算能力优于手语、手口并用家庭交流方式的听障儿童；且其数学推理能力在性别和家庭交流方式上差异显著：男性听障儿童数学推理能力显著高于女性听障儿童，以口语为家庭交流方式的听障儿童的数学推理能力显著高于以手语和手口并用为家庭交流方式的听障儿童。 第二部分包括5个研究。采用问卷法、测验法分别调查个体因素（语言认知能力、数学自我效能感、数学焦虑）和家庭环境因素（父母教育卷入、家庭社会经济地位）对听障儿童数学认知能力的影响。结果发现，独立于人口学变量及其他一般认知能力，听障儿童词语辨析能力不能预测听障儿童的数量加工能力，但能正向预测听障儿童的数字加工能力、计算能力（简单减法、复杂减法）和数学推理能力。听障儿童的语义理解能力（图片语义、词汇语义）能显著正向预测听障儿童的数量加工能力（正确率、反应时）；听障儿童的图片语义理解能力能显著正向预测听障儿童的数字加工能力（正确率、反应时），但听障儿童的词汇语义理解能力不能预测其数字加工正确率，只能正向预测其数字加工反应时；听障儿童的语义理解能力（图片语义、词汇语义）能显著正向预测听障儿童的计算能力（简单减法、复杂减法）；但不能预测听障儿童的数学推理能力。 独立于人口学变量及其他一般认知能力，听障儿童的数学自我效能感不能预测其数量加工能力、数字加工能力和计算能力中的复杂减法任务，但能显著正向预测听障儿童计算能力中的简单减法任务和听障儿童的数学推理能力；听障儿童数学焦虑不能预测其数量加工能力、数字加工能力和计算能力中的简单减法任务，但能显著负向预测听障儿童计算能力中的复杂减法任务和听障儿童的数学推理能力；听障儿童父母教育卷入及五个维度不能预测其数字加工能力、计算能力中的复杂减法任务和数学推理能力，但能显著负向预测其数量加工能力（正确率、反应时），且亲子沟通维度能显著正向预测其计算能力中的简单减法任务；听障儿童的家庭社会经济地位对听障儿童的数学认知能力没有预测作用。 第三部分根据生态系统理论，构建家庭环境因素、个体因素与听障儿童数学认知能力的关系模型，包括3个研究，分别为：数学焦虑对听障儿童数学认知能力的影响：数学自我效能感的作用；语言认知能力对听障儿童数学认知能力的影响：数学自我效能感的中介作用；父母教育卷入、语言认知能力与听障儿童数学认知能力的关系模型。结果发现，听障儿童数学自我效能感在数学焦虑对简单减法的消极影响中起正向调节作用；数学自我效能感在听障儿童数学焦虑与复杂减法之间具有部分中介作用，中介效应边缘显著；听障儿童数学自我效能感在数学焦虑与数学推理能力之间起部分中介作用。听障儿童数学自我效能感在语义理解能力（正确率、反应时）与数学推理能力之间的中介效应边缘显著，听障儿童数学自我效能感在语义理解能力（正确率、反应时）与计算能力（简单减法、复杂减法）之间起部分中介作用。听障儿童语义理解反应时在家庭监控与数量加工正确率之间起部分中介作用；听障儿童词语辨析能力在亲子沟通与简单减法之间起完全中介作用。可见，语言认知能力可以在听障儿童父母教育卷入与数学认知能力之间起中介作用。 在综合分析听障儿童数学认知能力的发展特点及影响机制的基础上，本研究建议家长及特殊教育工作者应抓住听障儿童数学认知能力发展的关键期进行相关教育、教学活动；尽早对听障儿童开展言语训练，形成口语家庭交流方式；注重听障儿童数学自我效能感的培养，降低其数学焦虑水平；重视听障儿童的父母教育卷入，加强父母与听障儿童的亲子沟通。从而为听障儿童数学认知能力的培养和干预提供更切实可行、事半功倍的策略和方案。

Mathematical cognitive ability is the important window to study human concept development in the field of advanced cognition. It is one of the important ability of people to handle the daily life and has the vital role in individual correct understanding of the objective world. So studies of mathematical cognitive ability have always been a hot issue in psychology, pedagogy and cognitive neuroscience researches. Due to the lack of auditory channel and oral environment, the study of hearing-impaired children’s mathematical cognitive ability and its developmental characteristics can help us further explore the relationship between language cognition and mathematical cognition. And exploring the developmental trends and influencing mechanism of hearing-impaired children’s mathematical cognitive ability can lay the theoretical foundation for scientific training of hearing-impaired children’s mathematical cognitive ability and provide references for hearing-impaired children’s family and school mathematical education intervention. This study carried out three parts from developmental characteristics, influence factors and relation model of hearing-impaired children’s mathematical cognitive ability. The first part consists of four sub studies. Using “Online Psychological Experimental System (OPES)” (www.dweipsy.com/lattice) , the ability of numerosity processing, number processing , calculation and mathematical reasoning of hearing-impaired children in Grade 3~9 were tested and their developmental trends were compared with the hearing children to acquire the developmental characteristics, trends and the differences in demographic variables of hearing-impaired children’s mathematical cognitive ability. It was found that there were significant differences in the scores of the tasks of numerosity processing, number processing and calculation in Grade 3~9, but there was no significant difference in the task of mathematical reasoning in Grade 3~9. Grade 6~7(15.15±2.08~15.46±1.70years old) could be the critical period of the development for hearing-impaired children’s mathematical cognitive ability. The development of hearing-impaired children’s mathematical cognitive ability significantly lagged behind the hearing children, but their overall developmental trend was the same: with the increase of grade, the mathematical cognitive ability (except mathematical reasoning) improved constantly. There were not significant differences in gender, type of the deaf, family residence and family communication for the ability of numerosity processing, number processing of hearing-impaired children in Grade 3~9, but there were significant differences in family communication for their ability of calculation: the ability of calculation of hearing-impaired children in family communication of spoken language was better than those in family communication of sign language or sign and spoken language. And there were significant differences in gender and family communication for their ability of mathematical reasoning: male hearing-impaired children’s mathematical reasoning ability was significantly better than those of female hearing-impaired children; the ability of mathematical reasoning of hearing-impaired children in family communication of spoken language was significantly better than those in family communication of sign language or sign and spoken language. The second part consists of five sub studies. Using questionnaire and test methods to explore the influences of individual factors (language cognitive ability, mathematics self-efficacy, mathematics anxiety) and family environment factors (parent involvement, socioeconomic status) on hearing-impaired children’s mathematical cognitive ability. It was found that independent of demographic variables and other general cognitive ability, hearing-impaired children’s words discrimination ability could not predict the ability of numerosity processing but number processing , calculation (simple subtraction, complex subtraction) and mathematical reasoning of hearing-impaired children; hearing-impaired children’s ability of semantic understanding (image semantics and lexical semantics) could significantly positively predict their ability of numerosity processing (accuracy and reaction time); hearing-impaired children’s ability of image semantic understanding could significantly positively predict their ability of number processing (accuracy and reaction time), but hearing-impaired children’s ability of lexical semantic understanding could not predict the accuracy but reaction time of number processing; hearing-impaired children’s ability of semantic understanding (image semantics and lexical semantics) could significantly positively predict their ability of calculation (simple subtraction, complex subtraction) but not their mathematical reasoning ability. Independent of demographic variables and other general cognitive ability, hearing-impaired children’s mathematics self-efficacy could not predict their ability of numerosity processing, number processing and the complex subtraction of calculation, but could significantly positively predict their simple subtraction of calculation and mathematical reasoning ability; hearing-impaired children’s mathematics anxiety could not predict their ability of numerosity processing, number processing and the simple subtraction of calculation, but could significantly negatively predict their complex subtraction of calculation and mathematical reasoning ability; hearing-impaired children’s parent involvement and its five dimensions could not predict their ability of number processing, the complex subtraction of calculation and mathematical reasoning ability, but could significantly negatively predict their ability of numerosity processing (accuracy and reaction time) and the dimension of parent-child communication could significantly positively predict their simple subtraction of calculation; hearing-impaired children’s socioeconomic status could not predict their mathematical cognitive ability. According to the theory of ecological system, the third part constructs the relation model of family environment factors , individual factors and hearing-impaired children’s mathematical cognitive ability and consists of three sub studies: the effect of mathematics anxiety on mathematical cognitive ability of hearing-impaired children: the role of mathematics self-efficacy; the effect of language cognitive ability on mathematical cognitive ability of hearing-impaired children: the mediating role of mathematics self-efficacy; the relation model of parent involvement, language cognitive ability and mathematical cognitive ability of hearing-impaired children. It was found that mathematics self-efficacy of hearing-impaired children played a positive moderate role in the relationship between mathematics anxiety and simple subtraction of calculation; mathematics self-efficacy of hearing-impaired children played a partial mediating role between mathematics anxiety and complex subtraction of calculation; mathematics self-efficacy of hearing-impaired children played a partial mediating role between mathematics anxiety and mathematical reasoning ability. Mathematics self-efficacy of hearing-impaired children played a mediating role between their abilities of semantic understanding (accuracy, reaction time) and mathematical reasoning; mathematics self-efficacy of hearing-impaired children played a partial mediating role between their abilities of semantic understanding (accuracy, reaction time) and calculation (simple subtraction, complex subtraction). The reaction time of hearing-impaired children’s ability of semantic understanding played a partial mediating role between the dimension of domestic monitoring and their accuracy of numerosity processing; hearing-impaired children’s words discrimination ability played a complete mediating role between the dimension of parent-child communication and simple subtraction of calculation. As we can see, language cognitive ability can play a mediating role between parent involvement of hearing-impaired children and their mathematical cognitive ability. Based on the comprehensive analysis of the developmental characteristics and influencing mechanism of the mathematical cognitive ability in hearing-impaired children, the paper suggested that parents and special education workers should seize the critical period of the development for hearing-impaired children’s mathematical cognitive ability to conduct relevant educational and teaching activities; carry out hearing-impaired children’s speech training as soon as possible to develop family communication of spoken language; pay attention to cultivating the mathematics self-efficacy of hearing-impaired children and reducing their level of math anxiety; attach great importance to the hearing-impaired children’s parents involvement and strengthen their parent-child communication. So that, we can provide practical and effective strategies and solutions for the cultivation and intervention of hearing-impaired children’s mathematical cognitive ability.