本研究Mayer(1992)提出的解題階段探討國小聽覺障礙學生在一步驟及二歲驟文字題的解題歷程，並分析受試間在不同題型的錯誤型態。以自編的「數學測驗」為研究工具。研究對象為五位臺北縣市三年級啟聽資源班、智力正常、聽力損失在重度以上的聽覺障礙學生。利用問題思考法取得受試在文字題的解題資料，再以原案法分析。研究結果發現:(一)五位受試在解題歷程錯誤有:1.問題轉譯方面:轉譯不完整、以新學的概念來解釋已學的概念、依照題目數字呈現的順序來計算、部分語意理解困難及關係句的理宗困難。2.問題整合方面:加減法概念不濟。3.解題計畫及監控方面:監控能力差，關鍵字是受試常用的策略。4.解題執行方面:監控能力差，關鍵字是受試常用的策略。4.解題執行方面:包括對位錯誤，數錯，忘了將借位後的數值放置答案處。綜合受試的表現，其主要困難發生在問題轉譯階段。(二)1.只有一位受試有加減法概念不清的情形;策略運用的情形和一般兒童沒有差異;計算錯誤並不是受試主要的錯誤類型。2.以題目類型來看，五位受試在含有比較類的題目表現最差，而在改變類二步驟題表現最好。

　　　　　 The purposes of this study were to explore the problem-solving process of hearing-impaired students in solving one-step and two-step word problems and to analyze the errors in different types of problems among five subjects. The data were analyzed with the four problem-solving stages proposed by Mayer (1992. the Math Test edited by the researchers was as research material, and the semantic structures included were combine, change, and compare structure; the two-step problems were made of may structures of the above. Five third grade hearing-impaired students, who were with severe hearing loss and normal intelligence without any other disorders, were selected from the three elementary schools in Taipei area as subjects of this research. Clinical interviews and protocol methods were employed to understand the problem-solving process of these five subjects. The main findings of this study were as follows: 1. The mistakes subjects made in the problem-solving process were: 1.1) Translation stage: a.) Incomplete translation; b.)Usage of the learned concept to explain the new concept; c.) To calculate in the order of the numbers given in the problem; d.) Difficulty in understanding some part of the problem; e.) Hard to realize relation sentences. 1.2) Integration stage: misunderstanding of the concept of addition and subtraction. 1.3) Planning and monitoring stage: less ability to monitor the process, the tendency of using keyword strategy. 1.4) Execution stage: computation errors. Main difficulties in problem solving were in the stage of problem translation for the subjects. 2. Only one subject misunderstood the concept of addition and subtraction; the strategies subjects used were alike as that of the hearing children; the computation errors were not the principal errors for the subjects of the research. 3. Five subjects did worse in the compare problems, but did better in the change problems.