| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育研究所 === 87 === The purpose of this study was to explore the effect of cognitive problem-solving strategies for hearing-impaired students solve simple addition and subtraction problems, and the influence on students’ problem-solving attitude as well as problem-solving processes errors.
The cognitive problem-solving strategies were referred from Mayer’s（1987）problem-solving processes components model and Montague’s（1992）cognitive strategy. It included reading & exploring problems, diagrams representing problems, executing the problem solving, reviewing problem-solving processes and checking. Three hearing-impaired students with problem-solving difficulties of the fifth and sixth grades were selected from three Taipei municipal elementary schools as subjects. An A-B-A’ design of single-subject research methods was used. The percentage and rate of correct responses in problem solving were used as the index of students’ improvement. Clinical interviews and protocol analysis were used to understand students’ attitudes and problem-solving processes errors. The main findings of this study were as follows：
1、 After instruction, the percentages of correct responses of three subjects increased obviously. Whether the rate of correct responses was increased during instruction stage, and decreased during maintain stage with more time spent.
2、 The correct percentage of each type of problems was increased, except the subject B’s start-unknown of change problems and compared-unknown of compare problems. But individual improved scores were different.
3、 After instruction students had better problem-solving attitude, except subject B, and the problem-solving processes errors were decreased. However, the errors of problem representation were still more than that of problem solution.
4、 The most difficulty word problem was start-unknown of change problems, and the next were change-unknown of change problems and compared-unknown of compare problems.
5、 The problem-solving processes errors were as follows: （1）reading and exploring problems: key word, part-whole relations of set, problem schemata interfered mutually, and careless;（2）diagrams representing problems: the errors of correspondence of semantic relations;（3）executing the problem solving: computational errors and reverse computational errors;（4）reviewing problem-solving and checking: the errors of writing monitoring;（5）others.
According to the aforementioned findings, application of the mathematical word problem instruction and further research were recommended.
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