Ainley and Pratt (2005) evaluated students at different graders ability to solve proportional word problems. Results showed that only acquire skills to calculate proportions and solve proportional problems. The proportionality scheme becomes so prominent in students’ minds that they also begin to transfer it to settings where it is neither relevant nor valid. (Adamo-Villani et al, 2008) proposed a methodology to help students with disabilities in learning math skills. Results showed that deaf children generally took longer time to accomplish various tasks in comparison to hearing children. Results showed that, on average, girls took more time on performing tasks relative to boys.