Task-based interview: Identifying the mistakes of girl deafand hard-of-hearing students in solving Garden and Ballproblems

The present study seeks to identify the mistakes in solving mathematical verbal problems in deaf and hard-of-hearing students who have completed elementary school.

For this purpose, interviews were conducted with eight hard-of-hearing and deaf female students in 7th grade with using a qualitative approach and a task-based interview method. After conducting and implementing interviews, identifying errors, and classifying them based on Newman's framework, subcodes of errors were explained by comparative and inductive content analysis. According to the findings, 17 reading errors (4.39%), 63 comprehension errors (34.61%), 39 conversion errors (21.42%), 50 processing skill errors (27.47%) and 22 decoding errors (17.05%) were identified.

Overall, results showed that deaf and hard-of-hearing students who participated in this research were unable could not to apply mathematical algorithms to solve textbook problems and in realworld conditions. They had problems understanding a real-world situation correctly and formulating it in mathematical terms.

The recommendations to help the students’ problems in solving verbal problems have been outlined. Therefore, it is recommended to modify the textbooks and adjust teaching styles to suit students with special needs.