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

Oct 15, 2026

Uploaded by Stanley

Study investigates how 59 deaf and hard of hearing children in grades K–3 solve signed arithmetic story problems presented in American Sign Language. Findings show that, although children use broad strategy types similar to those of hearing peers (modeling, counting, and fact-based strategies), they rely overwhelmingly on counting strategies across problem types and ages. Results suggest differences rooted in language or instruction and emphasize the need for conceptual rather than procedural mathematics instruction to support effective problem solving and understanding.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Problem-solving strategies in signed arithmetic story problems

Research purpose and participants

Strategy types and key findings

Implications for mathematics instruction

Conceptual foundations of problem solving

Understanding the problem and strategy planning

Research background on semantics and problem types

Pagliaro, C. M. , & Ansell, E. (2012) . Deaf and hard of hearing students’ problem-solving strategies with signed arithmetic story problems. American Annals of the Deaf 156(5), 438–458. DEAF AND HARD OF HEARING STUDENTS’PROBLEM-SOLVING STRATEGIES WITH SIGNED ARITHMETIC STORY PROBLEMS HE 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. CLAUDIA M. PAGLIARO AND ELLEN ANSELL PAGLIARO IS AN ASSOCIATE PROFESSOR, DEPARTMENT OF COUNSELING, EDUCATIONAL PSYCHOLOGY, AND SPECIAL EDUCATION, MICHIGAN STATE UNIVERSITY, EAST LANSING. ANSELL IS AN ASSOCIATE PROFESSOR, DEPARTMENT OF INSTRUCTION AND LEARNING, UNIVERSITY OF PITTSBURGH, PITTSBURGH, PA. Problem solving, defined here as the solving of story problems or what have traditionally been called word problems, is a valuable mathematical activity through which mathematics is learned and created, and by which mathematics understanding can be examined and measured. More than the simple use of a procedure, problem solving can be further defined as a sense-making process whereby a synthesis of knowledge and procedures is used as a means to devise a meaningful interpretation of a problem situation—the “story” in the story problem (Carpenter, Ansell, Franke, Fennema,& Weisbeck, 1993) . Successful problem solvers are inventive, practical, flexible, and reflective in their use of a variety of solution strategies (Baroody & Dowker, 2003; Franke & Carey, 1997; Hegarty, Mayer, & Monk, 1995; Schoenfeld, 1985) . Problem solving thus becomes a “window” through which one can see not only what asolver knows about mathematics, but also, through its application, the depth and quality of that knowledge. In the problem-solving process, the solver must ﬁrst understand the problem situation. At the most basic level, this requires that the solver have full access to the problem—that is, that the problem be in a language and mode, and at a level of complexity, that match the skill and knowledge of the solver. The solver then devises a plan or solution strategy based on what she or he knows about the situation and about related mathematical concepts and procedures, and, ﬁnally, acts on that plan, thinking logically about its outcome. Skilled problem solvers, however, do more than simply translate the 438 T VOLUME 156, NO. 5, 2012 AMERICAN ANNALS OF THE DEAF | | | | | --- | --- | --- | | syntax of a problem (e.g. , key words) | problems (Baroody & Hume, 1991) | (hearing) children’s strategy develop- | | directly into symbols and then operate on them—they analyze the semantics | and are devastatingly inadequate for meaningful problem solving outside | ment (Carpenter, 1985; Carpenter & Moser, 1984), and that serves as a tool | | of a problem situation and, as part of | this setting, that is, in the real world. | for teachers to understand and suc- | | the solution process, may decide to | Research on children ’s problem | cessfully build on their students’ think- | | transform the problem situation into a | solving has shown that most (hearing) | ing (Carpenter, Fennema, Franke, Levi, | | form in which it will be easier to solve | children in the early elementary grades | & Empson, 1999; Carpenter, Fennema, | | before they represent it mathemati- | (i.e., K–3) attend to the semantics of a | Peterson, Chiang, & Loef, 1989; Fen- | | cally. A conceptual rather

FAQs

What was the purpose of the study?

The study examined problem-solving strategies used by deaf and hard of hearing children when solving signed arithmetic story problems presented in American Sign Language.

Which strategies did the children use most often?

Children used the same general strategy types as hearing children, but showed an overwhelming preference for counting strategies for all problem types and across ages.

Why do the researchers say the findings matter for instruction?

The results suggest differences may stem from language or instruction and highlight the need for conceptual, not merely procedural, mathematics instruction for deaf and hard of hearing students.

Oct 15, 2026

Uploaded by Stanley