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) givi...
| Publicado en: | American Annals of the Deaf Vol. 143; no. 4; pp. 325 - 337 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Annals of the Deaf
Oct98
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | 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. |
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