Researchers have noted that mathematics achievement for deaf and hard-of-hearing (d/hh) students has been a concern for many years, including the ability to problem solve. This quasi-experimental study investigates the use of the Exemplars mathematics program with students in grades 2-8 in a school for the deaf that utilizes American Sign Language (ASL) for instruction. Exemplars, a nonroutine problem-solving program, was utilized as a problem-solving intervention in a dual framework of activity theory and response to intervention (RTI). The study used a nonequivalent control group design with multiple independent variables. The independent variables were group (control or experimental), informal sign language rating, and CRCT/CRCTM mathematics scores. The dependent variables were the students' scores on the Mathematics-Concepts and Applications (M-CAP) measures. Data were analyzed using MANOVA and linear mixed models. Overall, results showed no statistically significant difference between the experimental and control group in M-CAP scores. Fluent signers performed better than nonfluent signers on all M-CAP administrations. Also, the individual classrooms had a significant influence on performance on the M-CAP. Factors that may have impacted the results are language, motivation, and instructional approach. The amount of language needed for "Exemplars" appeared to present a challenge for the nonfluent signers. It is recommended that additional research be conducted to explore how d/hh students change as problem solvers when participating in "Exemplars" activities and possible modifications that might be needed for d/hh students to utilize "Exemplars." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]