A teacher's journey into problem solving mathematics with deaf learners.
Date
2010-02-26T07:32:54Z
Authors
Scott-Wilson, Rina
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Abstract
The main objective of this study was to explore how Deaf learners orientate to a problem solving
mathematics curriculum. The study took the form of an autoethnography situated in critical
pedagogy. Purposeful sampling was used to select Grade 9 learners from a local school for the Deaf
as participants. Data was collected from the learners using a structured questionnaire, viz. Students
Orientation to Mathematics (SOM), as well as through focus group sessions and personal interviews.
In addition, teachers’ and parents were interviewed to ascertain the general orientation of Deaf
learners to mathematics and to identify barriers that may prevent these learners from progressing
optimally in their studies of mathematics. Although the learners had difficulties in accessing
particular pedagogical aspects of problem solving mathematics, the findings showed a slight increase
in the learners’ study attitude and study habits towards mathematics and in their problem solving
skills. Moreover, the learners particularly enjoyed the activity element of the problem solving
curriculum. At the end of the study the learners indicated that they preferred a modeling problem
solving approach to a more traditional way of teaching mathematics. Although the study points out
that implementing a problem solving curriculum into a Deaf classroom is not necessarily
straightforward, it does suggest that with exposure Deaf learners can develop a propensity for
working within a cognitively rich problem solving environment.
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Keywords
Deaf, Problem solving mathematics, Reform mathematics, Barriers to mathematics, Orientation to mathematics