Abstract
An overview of the status, trends and methodology of teaching mathematics to deaf students showed that teachers are ill-prepared for the job at hand. They rely too heavily on textbooks and pencil and paper tasks while ignoring the hands-on exploration of objects that will allow children to better conceptualize basic mathematic principles. The authors offer an effective strategy for accomplishing a shift in instructional strategy. Incorporating characteristics from Piaget's theory of child development, the strategy supports the notion of using non-graded, 10-minute activity sessions to help hearing-impaired learners comprehend the concepts of addition, subtraction, multiplication and division.
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