DEAF AND HARD OF HEARING STUDENTS' PROBLEM-SOLVING STRATEGIES WITH SIGNED ARITHMETIC STORY PROBLEMS

被引：14

作者：

Pagliaro, Claudia M. ^{[1
]}

Ansell, Ellen ^{[2
]}

机构：

[1] Michigan State Univ, Dept Counseling Educ Psychol & Special Educ, E Lansing, MI 48824 USA

[2] Univ Pittsburgh, Dept Instruct & Learning, Pittsburgh, PA 15260 USA

来源：

AMERICAN ANNALS OF THE DEAF | 2012年 / 156卷 / 05期

关键词：

WORD-PROBLEMS; MATHEMATICS INSTRUCTION; KNOWLEDGE; EDUCATION; INTEGRATION; TEACHERS; LANGUAGE; THINKING; LEVEL;

D O I：

10.1353/aad.2012.1600

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

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.

引用

页码：438 / 458

页数：21

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