Abstract

Currently, there exists a gap between findings in the research in mathematics education of deaf students and subsequent changes in educational settings for deaf students. Problem solving skills has become an area of particular concern. Deaf students' performance on problem solving tasks and word problems falls below that of their hearing counterparts. The research into the causes is organized into four broad categories: language and communication, semantic and conceptual understanding or cognition, the effects of educational environment or experience, and testing of proposed strategies. The implications of these research including reading, vocabulary, conceptual understanding, teacher preparation, incorporation of the Standards, technology, problem-solving skills strategies, and cognitive education are discussed as are recommendations for future research. The creation of an on-line resource to provide teachers with easy and fast access to research findings in the field of problem solving for deaf students as well as concrete ways to incorporate these findings in their instructional methods is suggested.

Publication Date

9-21-2005

Document Type

Master's Project

Student Type

Graduate

Department, Program, or Center

Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)

Advisor

Lang, Harry - Chair

Advisor/Committee Member

Bateman, Gerald

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.

Campus

RIT – Main Campus

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