Abstract
The present study examines developmental changes between elementary and junior high school age children and youth with hearing impairments in the strategies they used for solving mathematical word problems. The research focuses on how developmental changes affect mathematics scores, using specially developed mathematical word problems. In the present study, it was assumed that the problem-solving process includes translation, integration, planning, and execution. The results showed that the elementary school students tended to utilize as their main problem-solving strategy a segment diagram in the integration process, whereas the junior high school students used problem identification in the translation process and a function diagram in the integration process. This suggests that strategies for solving mathematical word problems of students with hearing impairments develop as they progress into higher grades.
