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Journal of Deaf Studies and Deaf Education 7:2 2002
© 2002 Oxford University Press

Empirical Article

Story Problems in the Deaf Education Classroom: Frequency and Mode of Presentation

Claudia M. Pagliaro and Ellen Ansell

University of Pittsburgh

Over the past decade, curricular reform in mathematics education has emphasized the use of problem solving at all levels of instruction for all students, but adaptations for students with unique needs have not been specified. This study investigated the nature of problem solving in deaf education, focusing in particular on the use of story problems in the primary-level curriculum. Approximately 90% of the K–3 teachers from five schools for the deaf were asked with what frequency and in which communication mode they presented story problems to their students. Most teachers reported presenting story problems 1–3 times per week, and presentation method tended to reflect school communication philosophy. We found trends in story problem presentation in accordance with the mathematics grade level taught. We discuss implications for curricular reform and teacher education.

We thank Dr. Elaine Rubinstein for her assistance with statistical analyses. The research reported in this study was supported in part by the University of Pittsburgh Provost's Office Central Development Grant.

Correspondence should be sent to Dr. Claudia M. Pagliaro, Department of Instruction & Learning, 4H01 W. W. Posvar Hall, University of Pittsburgh, Pittsburgh, PA 15260 (e-mail: Pagliaro{at}pitt.edu).

Received January 15, 2001; revised July 10, 2001; accepted July 11, 2001


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