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

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Title: DEAF AND HARD OF HEARING STUDENTS' PROBLEM-SOLVING STRATEGIES WITH SIGNED ARITHMETIC STORY PROBLEMS.
Authors: Pagiliaro, Claudia M.1 (AUTHOR), Ansell, Ellen2 (AUTHOR)
Source: American Annals of the Deaf. Winter2012, Vol. 156 Issue 5, p438-458. 21p. 3 Charts, 5 Graphs.
Subject Terms: *Students with disabilities, *Hearing disorders, *Research methodology, *Problem solving, *Sign language, *Teaching aids, Mathematics methodology, Chi-squared test, Conceptual structures, Interviewing, Research funding, Medical coding, Descriptive statistics
Geographic Terms: Pennsylvania
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of American Annals of the Deaf is the property of American Annals of the Deaf and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: DEAF AND HARD OF HEARING STUDENTS' PROBLEM-SOLVING STRATEGIES WITH SIGNED ARITHMETIC STORY PROBLEMS.
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  Data: <searchLink fieldCode="JN" term="%22American+Annals+of+the+Deaf%22">American Annals of the Deaf</searchLink>. Winter2012, Vol. 156 Issue 5, p438-458. 21p. 3 Charts, 5 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Hearing+disorders%22">Hearing disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Sign+language%22">Sign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+methodology%22">Mathematics methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+coding%22">Medical coding</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of American Annals of the Deaf is the property of American Annals of the Deaf and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=73327171
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        Value: 10.1353/aad.2012.1600
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        Text: English
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        PageCount: 21
        StartPage: 438
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      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Hearing disorders
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Sign language
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      – SubjectFull: Teaching aids
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      – SubjectFull: Mathematics methodology
        Type: general
      – SubjectFull: Chi-squared test
        Type: general
      – SubjectFull: Conceptual structures
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      – SubjectFull: Interviewing
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      – SubjectFull: Research funding
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      – SubjectFull: Medical coding
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Pennsylvania
        Type: general
    Titles:
      – TitleFull: DEAF AND HARD OF HEARING STUDENTS' PROBLEM-SOLVING STRATEGIES WITH SIGNED ARITHMETIC STORY PROBLEMS.
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            NameFull: Pagiliaro, Claudia M.
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            NameFull: Ansell, Ellen
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              Text: Winter2012
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              Y: 2012
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