Journal Article

Story Problems in the Deaf Education Classroom: Frequency and Mode of Presentation

Claudia M. Pagliaro and Ellen Ansell

in The Journal of Deaf Studies and Deaf Education

Volume 7, issue 2, pages 107-119
Published in print April 2002 | ISSN: 1081-4159
Published online April 2002 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/7.2.107
Story Problems in the Deaf Education Classroom: Frequency and Mode of Presentation

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Over the past decade, curricular reform in mathematics education has emphasized the use of problem solving at all levels of instruction for all students, but adaptations for students with unique needs have not been specified. This study investigated the nature of problem solving in deaf education, focusing in particular on the use of story problems in the primary-level curriculum. Approximately 90% of the K–3 teachers from five schools for the deaf were asked with what frequency and in which communication mode they presented story problems to their students. Most teachers reported presenting story problems 1–3 times per week, and presentation method tended to reflect school communication philosophy. We found trends in story problem presentation in accordance with the mathematics grade level taught. We discuss implications for curricular reform and teacher education.

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Subjects: Education ; Linguistics ; Teaching of Specific Groups and Special Educational Needs

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