Abstract
The teaching of mathematics, especially related to problem solving for deaf students is still a dilemma for teachers of mathematics, as studies portray Nogueira and Machado (1995 ), Coutinho (2003 ), Gil (2007 ), Favero (2010) and Fernandes (2011). This process is hampered by language barriers and by the way the average teacher mathematical knowledge in the classroom. Problem solving is a…