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Solving word problems: more than reading issues for deaf students.

R R Kelly1, K Mousley

  • 1Department of Research, Center for Research, Teaching, and Learning, National Technical Institute for the Deaf (NTID), Rochester Institute of Technology, Rochester, NY, USA.

American Annals of the Deaf
|August 29, 2001
PubMed
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Deaf college students performed similarly to hearing students on basic math problems. However, complex word problems significantly challenged deaf students, indicating factors beyond reading ability impact their math performance.

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Deaf Education

Background:

  • Mathematics problem-solving is crucial for academic success.
  • Deaf students often face unique challenges in educational settings, particularly with language-intensive tasks.
  • Understanding performance differences between deaf and hearing students in mathematics is essential for developing effective learning strategies.

Purpose of the Study:

  • To compare the mathematics problem-solving performance of deaf and hearing college students.
  • To investigate how problem complexity and presentation format (numeric/graphic vs. word problems) affect performance in deaf students.
  • To identify factors contributing to performance disparities in deaf learners.

Main Methods:

  • Administered 30 mathematics problems to deaf and hearing college students.

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  • Problems were presented in two formats: numeric/graphic and word problems, with increasing complexity.
  • Correlated performance with reading ability and analyzed differences between groups.

    • Main Results:

    • Deaf and hearing students showed comparable performance on numeric/graphic problems and less complex word problems.
    • Deaf students' performance significantly decreased as word problem complexity and descriptive information increased.
    • Hearing students did not exhibit a similar performance decrease with increasing complexity.

    Conclusions:

    • While deaf students can perform comparably on less complex math tasks, increased linguistic and situational complexity in word problems poses a significant challenge.
    • Reading ability is a factor, but other unexamined variables also contribute to the performance gap.
    • Educational interventions should consider the impact of language complexity on mathematical reasoning for deaf students.