Ansell Ellen, Pagliaro Claudia M
Mathematics Education, at the University of Pittsburgh, 5300 W.W. Posvar Hall, Pittsburgh, PA 15260 USA.
J Deaf Stud Deaf Educ. 2006 Spring;11(2):153-70. doi: 10.1093/deafed/enj030. Epub 2006 Feb 9.
This study determines the relative difficulty and associated strategy use of arithmetic (addition and subtraction) story problems when presented in American Sign Language to primary level (K-3) deaf and hard-of-hearing students. Results showed that deaf and hard-of-hearing students may consider and respond to arithmetic story problems differently than their hearing peers, with the critical dimension in problem difficulty being based on the operation typically used to solve the problem, not the story within the problem. The types of strategies used by the students supported the order of problem difficulty. The visual-spatial nature of the problem presentation appeared not to assist the deaf and hard-of-hearing students in solving the problems. Factors that may have contributed to this pattern of problem difficulty are discussed so that educators can better align mathematics instruction to the thinking of the deaf child.
本研究确定了以美国手语呈现给小学阶段（幼儿园至三年级）失聪及重听学生的算术（加减法）应用题的相对难度及相关策略运用情况。结果表明，失聪及重听学生思考和回答算术应用题的方式可能与听力正常的同龄人不同，问题难度的关键维度基于通常用于解决问题的运算，而非问题中的故事情节。学生使用的策略类型支持了问题难度顺序。问题呈现的视觉空间性质似乎并未帮助失聪及重听学生解决问题。文中讨论了可能导致这种问题难度模式的因素，以便教育工作者能够更好地使数学教学与失聪儿童的思维相契合。
