PROCESSES OF WORD MATH PROBLEM-SOLVING BY HEARING IMPAIRED CHILDREN

听力障碍儿童数学应用题解决的过程本研究探讨了听力正常儿童和听力障碍儿童数学应用题解决的内部过程。第一，语法和句子理解能力与解决数学问题的能力之间是否存在联系？第二，它们产生的错误之间是否有任何趋势？研究对象为96名重度听力损失儿童和32名听力正常儿童。测试他们的语法理解能力和解决数学问题的能力。结果是：（a）句子理解能力与语法能力有关;（B）被试的年级对数学应用题解决的心理表征能力有影响;（c）被试对函数形式的表征比对图形形式的表征容易;（d）被试对函数形式的表征经历相同的过程;（e）被试对函数形式的表征比对图形形式的表征容易;（f）被试对函数形式的表征比对图形形式的表征容易;（f）被试对函数形式的表征比对图形形式的表征容易;（f）被试对函数形式的表征比对图形形式的表征容易 ...更多信息 听力障碍儿童在表征过程的早期出现错误，而正常儿童在表征过程的最后阶段出现错误;（5）表征过程的阶段因语法能力和注意水平的不同而不同。在此基础上，我们探讨了应用数学问题教学的发展时机，并对听障儿童应用数学问题解决的眼动过程进行了研究。受试者为9名听力障碍儿童和9名听力正常的大学生。听力受损者在其较好的汽车中的平均听力水平高于83 dB。四个刺激，每个都是一个字的数学问题，被使用。受试者被要求尽快准确地回答每个问题。眼动记录的角膜反射技术（眼标记）和眼动的四个指标进行了分析：固定的数量，固定的持续时间，持续时间的扫视，扫视速度。结果是：（1）图形表征对注视次数有影响;（B）智力行为类型对注视持续时间有影响，但受试者的年龄和智力障碍程度对注视持续时间无影响;（3）智力障碍程度、年龄和智力行为类型对眼跳持续时间和眼跳速度无影响。少

Processes of Word Math Problem-Solving by Hearing Impaired ChildrenThe present study addressed the following two questions to elucidate internal processes of word math problem-solving for normal hearing and hearing impaired children. First, are there any relation between the grammatical and sentence comprehension ability and the word math problem-solving ability ? Second, are there any tendency among the errors they produce? Subjects were 96 children with sevcte hearing loss and 32 children with normal hearing. They were lested for the grammatical scntence comprehension and word math problem-solving abilities. The results were : (a) the sentence comprehension ability has a relation to the grammatical ability, (b) the grade of the subjects affected on the mental representation ability in word math problem-solving, (c) the representation of the functional form is easier than that of the figure form for both subjects, (d) both subjects pass through the same processes in representing the w … More ord math problem as a whole ; the hearing impaired children made errors in the early stage of represcntation process, but the normal children in the last stage of it, and (e) the stages differ depending on the grammatical ability and hcaring level. Dased on these results, we discussed developmental timing for teaching of the word math problem.Processes of Word Math Problem-Solving and Eye-Movements in Hearing Impaired ChildrenEye movements in word math problem-solving were examined. Subjects were nine hearing impaired children and nine university students with normal hearing. The mean hearing level of the hearing impaired subjects was higher than 83 dB in their better car. Four stimuli, each was a word math problem, were used. The subjects were asked to answer each problem accurately as soon as possible. Eye movements were recorded by the cornaea-reflection technique (Eye-marker) and four indices of eye movements were analyzed : number of fixation, duration of fixation, duration of saccade, and velocity of saccade. The results were : (a) representations by figure form in the problem-solving affected on the mean number of fixation, (b) types of intellectual behavior affected on the mean duration of fixation, but the subject's age and the degree of handicap did not, and (c) the degree of handicap, the age, and the types of intellectual behavior did not affect on the mean duration and velocity of saccades. Less