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Journal of Deaf Studies and Deaf Education Advance Access originally published online on February 9, 2006
The Journal of Deaf Studies and Deaf Education 2006 11(2):153-170; doi:10.1093/deafed/enj030
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© The Author 2006. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Empirical Articles

The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students

Ellen Ansell and Claudia M. Pagliaro

University of Pittsburgh

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.

Correspondence should be sent to Claudia M. Pagliaro, Education of Deaf and Hard-of-Hearing Students, or Ellen Ansell, Mathematics Education, at the University of Pittsburgh, 5300 W.W. Posvar Hall, Pittsburgh, PA 15260 (e-mail: pagliaro{at}pitt.edu or ansell{at}pitt.edu).

Received October 5, 2005; revised December 30, 2005; accepted January 3, 2006


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