本研究旨在探討認知解題策略教學對於增進解題困難聽覺障礙學生解簡單加減應用題的效果，以及教學對解題態度與解題歷程錯誤的影響。
本研究之認知解題策略係參考Mayer（1987）的解題歷程成份模式與Montague（1992）的認知策略發展而來，包括：閱讀與探究問題、圖示表徵問題、解題執行、回顧解答與檢查。本研究之樣本取自台北市三所國民小學五、六年級數學解題困難聽覺障礙學生共三名，採單一受試A─B─A’實驗設計，以「應用問題解題評量」探討受試者之作答正確率與作答速率，並以臨床晤談與原案分析的方法探討受試者的解題態度與解題歷程的錯誤。本研究之主要發現如下：
1、 三位受試者在教學後的總題數作答正確率均較教學前明顯進步；而總題數作答速率僅在教學階段有明顯的進步，維持階段則均因增加作答時間而使作答速率稍降。
2、 三位受試者在教學後的各類型應用題作答正確率除受試乙的改變類起始量未知題與比較類被比較量未知題未有進步外，其餘各類型應用題作答正確率均較教學前進步，惟進步量仍有個別差異。
3、 三位受試者的解題態度除受試乙外經教學後均有增進；而解題歷程錯誤經教學後亦有改進，惟問題表徵的錯誤仍多於問題解決的錯誤。
4、 各類型應用題的難易程度以改變類起始量未知題為最難，其次為改變類改變量未知題與比較類被比較量未知題。
5、 歸納三位受試者的解題歷程錯誤有：（1）閱讀與探究問題：包括關鍵字解題的錯誤、集合（部份－整體關係）的錯誤、問題基模相互干擾的錯誤以及粗心等；（2）圖示表徵問題：包括語意關係對應的錯誤；（3）解題執行：包括計算錯誤與逆運算的錯誤；（4）回顧解題與檢查：包括書寫（單位）監控的錯誤；（5）其他。
根據上述結果，本研究對數學應用問題教學及未來研究提出數點建議。

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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