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Problem-solving strategies for teaching mathematics to deaf students

K Mousley1, R R Kelly

  • 1Department of Physics and Technical Mathematics, National Technical Institute for the Deaf (NTID), Rochester Institute of Technology, NY, USA.

American Annals of the Deaf
|December 8, 1998
PubMed
Summary
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Three teaching strategies improved math problem-solving for deaf college students. These methods included peer explanations in sign language, visualization, and teacher modeling, boosting performance in word problems and puzzles.

Area of Science:

  • Education
  • Mathematics
  • Deaf Studies

Background:

  • Deaf and hard of hearing students often face challenges in mathematics due to communication barriers.
  • Traditional math instruction may not adequately address the unique learning needs of deaf learners.
  • Problem-solving skills are crucial for success in higher education mathematics.

Purpose of the Study:

  • To evaluate the effectiveness of three specific teaching and learning strategies for improving problem-solving skills.
  • To assess the impact of these strategies on first- and second-year deaf college students in mathematics courses.
  • To compare student performance on text-based word problems versus visual/manipulative puzzles.

Main Methods:

  • Implementation of three strategies: peer explanation in sign language with written follow-up, visualization of the problem-solving process, and teacher modeling of analytical steps.

Related Experiment Videos

  • Students worked on typical word problems and a contrasting visual/manipulative puzzle.
  • Involved first- and second-year deaf college students at the National Technical Institute for the Deaf (NTID).

    • Main Results:

    • The implemented instructional strategies positively impacted the problem-solving performance of deaf and hard of hearing college students.
    • Students showed enhanced abilities in solving both word problems and visual/manipulative puzzles.
    • The combination of visual, auditory (sign language), and written methods appeared beneficial.

    Conclusions:

    • Specific, tailored teaching strategies can significantly enhance mathematics problem-solving for deaf and hard of hearing college students.
    • Integrating sign language, visualization, and explicit modeling are effective pedagogical approaches.
    • Further research can explore variations and long-term effects of these strategies.