“…Studies reveal a very traditional approach to mathematics instruction within the education of deaf and hard of hearing students that includes emphasis on direct instruction, memorization, and practice exercises over conceptually based learning, in which true problem solving fosters both the development and use of higher-order cognitive functions and critical thinking skills Pagliaro, 1998bPagliaro, , 2010Pagliaro & Ansell, 2002;Pagliaro & Kritzer, 2005). It may be, then, that educators are encouraging, if not outwardly teaching, the use of procedures for all mathematics (computation as well as problem solving) without first establishing a conceptual understanding of mathematics concepts such as number, as Frostad (1999) cautioned against.…”