Deaf and Hard of Hearing Students' Problem-Solving Strategies with Signed Arithmetic Story Problems

Autor/inn/en	Pagliaro, Claudia M.; Ansell, Ellen
Titel	Deaf and Hard of Hearing Students' Problem-Solving Strategies with Signed Arithmetic Story Problems
Quelle	In: American Annals of the Deaf, 156 (2011) 5, S.438-458 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Problem Solving; Learning Strategies; American Sign Language; Arithmetic; Word Problems (Mathematics); Computation; Mathematics Instruction; Structured Interviews; Data Analysis; Early Childhood Education; Coding; Statistical Analysis + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Textaufgabe; Mathematics lessons; Mathematikunterricht; Auswertung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Codierung; Programmierung; Statistische Analyse
Abstract	The use of problem-solving strategies by 59 deaf and hard of hearing children, grades K-3, was investigated. The children were asked to solve 9 arithmetic story problems presented to them in American Sign Language. The researchers found that while the children used the same general types of strategies that are used by hearing children (i.e., modeling, counting, and fact-based strategies), they showed an overwhelming use of counting strategies for all types of problems and at all ages. This difference may have its roots in language or instruction (or in both), and calls attention to the need for conceptual rather than procedural mathematics instruction for deaf and hard of hearing students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2019/2/05