Learning and teaching mathematics have become a matter of the highest importance for learner and facilitators. Learning mathematics is not an easy task. Difficulties in mathematics prevent the children from enjoying the world of numbers. This difficulty is experienced not only by typically developing children but more by children who are deaf and hard of hearing. Kluwin and Moores (1985; Kluwin & Moores, 1989; Kluwin, 1992) explained “that difficulty in mathematics is due to the lack of emphasis on mathematics education for deaf and hard of hearing students” as well as reduced opportunities for incidental learning (Nunes and Moreno, 2002). The present study investigated the problems faced by deaf and hard of hearing children in mathematics. Twenty five deaf and hard of hearing children were assessed on Arithmetic Diagnostic Test for Grade –IV. The test assessed the children in areas like number concept, addition, subtraction, multiplication and division. The analysis of the performance showed that children were able to solve simple computational tasks, but faced difficulty in problem-solving based on language. This result was in accordance with the findings of Titus (1995), which reported that strong performance of children with hearing impairment could be seen in computation skills but not in problem solving abilities.
Keywords: Mathematics difficulty, Language deficiency, Language-based problems.