A survey was conducted of teachers and administrators from schools for the deaf to analyze the poor mathematics performance of deaf and hard-of-hearing students. The insufficient training of deaf education teachers in mathematics, based on the National Council of Teachers of Mathematics (NCTM) Professional Teaching Standards and the proposed professional standards developed by the Council on Education of the Deaf, was examined. Results indicated that teachers were inadequately prepared: (1) only 25 percent of the teachers held a higher education degree in a mathematics-related field; (2) within the grade 9-12 category, just 51 percent had majored or minored in a mathematics-related field, as opposed to 81 percent of regular education mathematics instructors at this level; and (3) teachers at the grade 9-12 level reported having taken a mean number of only 7.5 mathematics-related courses. In terms of professional development, survey results noted that 60 percent of K-12 teachers had attended no school-sponsored mathematics in-service sessions within the previous year, while almost 40 percent attended no outside sessions; 65 percent belonged to no mathematics organizations; and 64 percent indicated reading no more than one mathematics publication. Recommendations are offered to better prepare teachers in mathematics, including making mathematics education a priority; having administrators take a more proactive role in increasing the competency of mathematics teachers; having deaf education teachers involved in mathematics join professional mathematics organizations, attend conferences, and read related publications; and having professional organizations focus attention on special populations. (Contains 13 references.) (CR)