Problem-Solving Strategies for Teaching Mathematics to Deaf Students

Three teaching and learning strategies for problem solving were implemented with first- and second-year deaf college students enrolled in mathematics courses at the National Technical Institute for the Deaf (NTID), Rochester Institute of Technology. These strategies involved the students in ( a ) giving an explanation to a peer observer in sign language, after which they would put their understanding of a problem and its solution in writing; ( b ) visualizing the problem-solving process prior to starting to solve a problem; and ( c ) observing their teacher modeling the analytical process step by step for a sample problem prior to solving math word problems. The students were asked to solve two types of problems: typical word problems, and a visual/ manipulative puzzle that would provide a problem-solving experience that would contrast with the experience of solving a problem presented in text format. The results showed that these kinds of instructional strategies can enhance the problem-solving performance of deaf and hard of hearing college students.