Analysis of the Impact of Inductive Reasoning on the Mathematical Thinking Style of Deaf and Hard-of-Hearing Students

In this paper, we combine the teaching and learning situation of deaf and hard-of-hearing students in the Linear Algebra course of the Computer Science and Technology major at the Nanjing Normal University of Special Education. Based on the cognitive style of deaf and hard-of-hearing students, we apply example induction, exhaustive induction, and mathematical induction to the teaching of Linear Algebra by utilizing specific course content. The aim is to design comprehensive teaching that caters to the cognitive style characteristics of deaf and hard-of-hearing students, strengthen their mathematical thinking styles such as quantitative thinking, algorithmic thinking, symbolic thinking, visual thinking, logical thinking, and creative thinking, and enhance the effectiveness of classroom teaching and learning outcomes in Linear Algebra for deaf and hard-of-hearing students.