Abstract
In this study, we considered the effect of the visual approach by the graphing calculator for teaching mathematics at school for the deaf. In order to do this, we established two experiment classes. One class used the graphing calculator, and another class used the textbook only. We then analyzed the performance of these classes and made a comparison. Consequently we learned the following three points. (1) The visual approach had an effect not only on increasing deaf student's concern, willingness and attitude, but also on promotion of a mathematical view and thinking. (2) IT had an effect on promotion of deaf student's understanding and utilizing a mathematical meaning. (3) The deaf student's capability of writing a graph and calculating a value of a function do not decline in this instruction by visual approach. However we need to consider instruction of deaf student's operating a graphing calculator.
