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Deaf and hard of hearing students' performance on arithmetic word problems
Merv Hyde1, Robyn Zevenbergen, Des Power
1Centre for Deafness Studies and Research, Faculty of Education, Griffith University, Gold Coast Campus, Gold Coast, Australia.
American Annals of the Deaf
|May 27, 2003
Summary
Deaf and hard of hearing students perform similarly on arithmetic word problems but achieve success later than hearing peers. Delayed language acquisition impacts their math word problem-solving abilities.
Area of Science:
- Educational Psychology
- Linguistics
- Special Education
Background:
- Limited research exists on the language and arithmetic performance of deaf and hard of hearing (DHH) students.
- Previous studies indicate DHH students often experience delays in language acquisition and arithmetic skills.
Purpose of the Study:
- To examine the arithmetic word problem performance and strategies of DHH students.
- To compare the performance of DHH students with their hearing peers.
Main Methods:
- The study investigated DHH students in South-East Queensland, Australia.
- Researchers analyzed performance on arithmetic word problems and problem-solving strategies.
Main Results:
- DHH students' performance on word problems was comparable to hearing students.
- DHH students showed delays in achieving successful performance on word problems compared to hearing peers.
- Delayed language acquisition was confirmed as a factor affecting arithmetic word problem-solving capacity.
Conclusions:
- Direct teaching of analytical and strategic approaches for arithmetic word problems is crucial for DHH students.
- Educational interventions should address the link between language development and mathematical problem-solving skills in DHH learners.