Study Of Influence Factors And Training On Mutiple Mathematical Word Problem Solving By Deaf Students

Mathematical word problem solving is always the emphasis of mathematics study by deaf students, as well as the important approach to improve their problem solving skills and thinking abilities. Deaf students have difficulties in mathematical word problem solving, which is the common question refelected by teachers working in deaf schools.Based on summarizing relevant documents about mathematical word problem solving, this study investigates influence factors on mutiple mathematical word problem solving by deaf students at first, then discusses how to train mutiple mathematical word problem solving by deaf students, in order to give advices and promote researches on theory and practice about mathematical word problem solving by deaf studentsThe first study is to investigate seven cognitive and metacognitive factors how to influence mutiple mathematical word problem solving by 143 high grade deaf students, using mathematical word problem solving materials. The results show that text comprehension, problem representation, problem categorization, solution plan and procedure self-evaluation would influence mutiple mathematical word problem solving by deaf students. When the abilities of text comprehension, problem representation, problem categorization, solution plan and procedure self-evaluation are strengthened, the scores of mutiple mathematical word problem solving by deaf students will increase. Further, text comprehension would in a way influence problem representation, problem categorization, solution plan and procedure self-evaluation. After that problem representation, problem categorization, solution plan and procedure self-evaluation would in a way influence mutiple mathematical word problem solving by deaf students.The second study is to train one deaf student who has low academic performance on mutiple mathematical word problem solving in two months, by signal single subject B1-B2 experimental design, based on the above influence factors. The results show that teaching basic relations between numbers in simple mathematical word problem solving and four strategies, including simplicity and conversion, making line chart, bidirectional reasoning, monitoring reflection, can improve mutiple mathematical word problem solving by the deaf student significantly. In addition, the training is approbated by the deaf student.