Journal Article

The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students

Ellen Ansell and Claudia M. Pagliaro

in The Journal of Deaf Studies and Deaf Education

Volume 11, issue 2, pages 153-170
Published in print January 2006 | ISSN: 1081-4159
Published online February 2006 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/enj030
The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students

More Like This

Show all results sharing these subjects:

  • Education
  • Linguistics
  • Teaching of Specific Groups and Special Educational Needs

GO

Show Summary Details

Preview

This study determines the relative difficulty and associated strategy use of arithmetic (addition and subtraction) story problems when presented in American Sign Language to primary level (K-3) deaf and hard-of-hearing students. Results showed that deaf and hard-of-hearing students may consider and respond to arithmetic story problems differently than their hearing peers, with the critical dimension in problem difficulty being based on the operation typically used to solve the problem, not the story within the problem. The types of strategies used by the students supported the order of problem difficulty. The visual–spatial nature of the problem presentation appeared not to assist the deaf and hard-of-hearing students in solving the problems. Factors that may have contributed to this pattern of problem difficulty are discussed so that educators can better align mathematics instruction to the thinking of the deaf child.

Journal Article.  9784 words.  Illustrated.

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

Full text: subscription required

How to subscribe Recommend to my Librarian

Users without a subscription are not able to see the full content. Please, subscribe or login to access all content.