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Deaf CognitionFoundations and Outcomes$
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Marc Marschark and Peter C Hauser

Print publication date: 2008

Print ISBN-13: 9780195368673

Published to Oxford Scholarship Online: September 2008

DOI: 10.1093/acprof:oso/9780195368673.001.0001

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Deaf Learners and Mathematical Problem Solving

Deaf Learners and Mathematical Problem Solving

Chapter:
(p.226) Chapter 8 Deaf Learners and Mathematical Problem Solving
Source:
Deaf Cognition
Author(s):

Ronald R. Kelly

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195368673.003.0008

This chapter discusses deaf students' mathematical problem-solving abilities. It is shown that in the US, deaf students in K-12 programs and at entry to college exhibit a level of knowledge and abilities in the areas of reading comprehension, mathematics performance, and knowledge of mathematics procedures that potentially affects their development of good problem-solving skills. According to standardized measures, deaf students' English and reading skills, as well as their knowledge of mathematics and science, suggest that they are considerably under-prepared for advanced studies at the post-secondary level. Deaf students generally perform differently from their hearing peers on mathematical problem-solving tasks, especially problem situations presented in English text (i.e., word problem format). When deaf students generated visual-spatial schematic representations of the numerical relationships in mathematical word problems, it was a strong predictor of their problem-solving success.

Keywords:   deaf students, mathematical ability, standardized tests, problem-solving skills

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