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The study focused on the development of the concept of fractions
in a group of 11- and 12-year-old students who were deaf or hard of
hearing. The approach implemented in the study relied extensively on
the use of games with very little formal instruction. It emphasized the
development of appropriate language to facilitate an understanding of the
notion of fractions through the investigation of concrete materials,
pictorial representations, and interactions between students and
teacher. The progress achieved by means of this approach is reported,
and the implications of developing an understanding of fractions (and
mathematics generally) among students who are deaf or hard of hearing
are noted.