A Study On The Effect Of Schema-based Instruction In Improving The Word Problem Solving Ability Among Students With Hearing Impairments In Primary School

Mathematics is an important basic subject,and with the development of the times,mathematics education pays more attention to thinking and application,emphasizing problem solving.In the "Mathematics Curriculum Standards for Full-time Compulsory Education for the Deaf(2016)",the general objectives of teaching and learning emphasize "to learn to find problems and ask questions from a mathematical perspective,and to apply mathematical knowledge to solve simple practical problems";in the new teaching materials,the learning of mathematical knowledge is accompanied by a large number of real-life contextual activities and application exercises.Due to their hearing impairment,students with hearing impairment have a low level of language development and their comprehension ability is affected accordingly,making application problems a prominent difficulty in their mathematics learning.Schema-based Instruction is an intervention that uses visual representation,heuristics,and direct instruction to teach students application problem solving skills,which helps students with hearing impairment give full play to their visual strengths.However,few studies in China have demonstrated the effectiveness of this intervention for students with "oral-hands" hearing impairment in special education schools.Therefore,this study used a single-subject experiment to investigate the effectiveness of a graphing strategy on math application problem solving skills for students with hearing loss.A single-subject experiment with multiple baseline cross-subjects was conducted to investigate the effectiveness of a graphing strategy on the mathematical problem solving skills of three students with hearing impairment.The experiment was divided into a baseline period,an intervention expectancy,a maintenance period,and a generalization period.The intervention period was divided into five phases: the merging class problem intervention phase,the comparison class problem intervention phase,the first differentiated reinforcement phase,the change class problem intervention phase,and the second differentiated reinforcement phase.The study mainly used the self-administered Mathematics Application Problem Solving Ability Rating Scale to assess mathematical application problem solving ability.In addition,the researcher analyzed data on the number of correct answers,the number of correct choices of diagrams,and the number of active tests of the subjects during the intervention.The results of the study proved that the graphing strategy can effectively improve the mathematical application problem solving ability of hearing-impaired elementary school students,effectively increase the number of correct answers and the number of correct choices of graphs,and can effectively increase the number of active tests and improve the learning motivation.Based on the above findings,the following suggestions are made for the localized research and practice of the illustration strategy,taking into account the current school learning situation of hearing-impaired students in China: it is suggested that the theoretical study of the illustration strategy should be further combined with the study of met cognitive theory;a variety of typical illustrations should be innovated in conjunction with the learning content to broaden the scope of intervention;the use of group teaching should be explored for promotion;the implementation of the illustration strategy can be combined with a variety of teaching methods It is suggested that the number of subjects should be increased in the follow-up study.