Mathematical learning constitutes a critical part of academic development for students across grades. It has been suggested that math ability is tightly associated with multiple general cognitive factors including language (Fuchs et al., 2005; 2010), working memory (Purpura & Ganley, 2014; Bull et al., 2008) and visual-spatial (Mix et al., 2016) capabilities. However, to what extent could these cognitive components impact different arithmetic operations? For instance, different arithmetic operations may rely on visual-spatial and verbal resources to varied degrees. Specifically, it has been proposed that additions and subtractions may engage visual-spatial processes while multiplications tend to rely on phonological components involved in rote memorization (Lee & Kang, 2002; Mathieu et al., 2018; Crollen et al., 2019; Li et al., 2018; Guez et al., 2022). Nevertheless, previous findings are far from consistent and causal relationships have been rarely established (e.g., Simmons et al., 2012; Cavdaroglu & Knops, 2016; Chen et al., 2022). One way to examine the causal impact of cognitive factors on arithmetic performance is through the use of dual-task paradigms. In the dual-task, math performance is measured while a secondary task is undertaken simultaneously (e.g., performing addition trials while generating random letter strings in between; Hubber et al., 2014; Imbo & Vandierendonck, 2007). In these paradigms, the degree to which math performance (the primary task) is interfered with by the secondary task is thought to indicate the degree to which cognitive components are shared between the two tasks. However, secondary task properties such as task requirements and stimulus parameters were not fully controlled in most previous studies. For instance, secondary task presentation (visual/auditory; McKenzie et al., 2003) or response modality (oral repetition/keypress; Imbo & Vandierendonck, 2007; Lee & Kang, 2002) were not held constant. Consequently, it is difficult to discern whether differences in the interference between the primary and secondary tasks arises from differences in the degree of cognitive overlap or from differences in experimental design parameters unrelated to core cognitive components (e.g., input/response modalities) across conditions. To overcome this limitation, we propose a dual-task paradigm in which bimodal bilinguals (i.e., children of deaf adults [CODAs] and sign language interpreters of varied proficiency) will be asked to perform mathematical computations while performing rhyme judgements in either verbal or sign language with pictorial stimuli. In this way, the secondary tasks can share same stimulus parameters, and impose the same task requirements, with linguistic modality being the only aspect that differs across tasks. The relationship between arithmetic performance and underlying cognitive factors can also be largely influenced by arithmetic strategies. Individuals may adopt various strategies to solve arithmetic problems, and thus engage different types of cognitive resources. For instance, mathematical fluent individuals tend to use the direct fact retrieval strategy when solving easy/highly familiar operations (e.g., 2 x 3, 4 + 5) and as a result, do not rely to a great extent on the visual-spatial sketchpad or phonological loop (Seitz & Schumann-Hengsteler, 2000; Imbo & Vandierendonck, 2007). Also, the postulated association between visual-spatial processes and additions/subtractions is most prominent for children in lower grades, when they are still trying to establish the mapping between magnitude manipulations and arithmetic operations (van der Ven et al., 2013). In contrast, as students enter higher grades, they appear to increasingly rely on phonological and visual-spatial resources to solve addition problems (McKenzie et al., 2003). Moreover, estimation and exact calculation of additions/subtractions may be associated with spatial representations to differential degrees. For example, the canonical operation-momentum effect describes the spatial-induced behavioral bias to overestimate addition answers and underestimate subtraction answers (McCrink et al., 2007; Knops et al., 2009). Conversely, the operation-momentum effect has not been found for exact symbolic calculations in any operation type (e.g., Katz & Knops, 2014). Given all the discussions above, the present study attempts to rule out the confound introduced by arithmetic strategies. Firstly, instead of exact calculation of additions/subtractions, we use an approximate numerical distance comparisons (e.g., estimating and comparing distance of 2335 with 3559) to facilitate spatial strategies. Secondly, only more difficult multiplication problems (e.g., 6 x 17) will be presented to avoid use of the direct fact retrieval strategy. The first goal of the present study is to examine how phonological and visual-spatial processes involved in verbal and sign language respectively may differentially impact arithmetic operations. Sign language, by nature, involves visual-spatial components including hand shape, location, orientation and movement (Brentari 2011). Accordingly, sign language processing activates brain regions such as the superior and inferior parietal lobe, which are commonly recruited by visual-spatial tasks more generally (Buchsbaum et al., 2005; MacSweeney et al., 2008). Thus, sign language processing would be expected to interfere to a greater extent with approximate numerical distance comparisons than with multiplications, which place fewer demands on visual processing. The second goal of the present study is to explore the influence of sign language proficiency on different types of arithmetic performance. Studying native hearing signers has the potential to inform future studies into math learning in deaf signers. Indeed, children with profound deafness have been consistently found to lag behind their hearing peers in overall math performance (Bull et al., 2005; Kritzer, 2009), and this trend persists into adulthood (Kelly et al., 2003). Researchers have attributed these math learning difficulties to the fact that a large proportion of the deaf population contends with varying degrees of language deprivation, especially in their early life (Santos & Cordes, 2021). Ninety percent of deaf children are born into hearing families, who often are not given the resources and tools to appropriately support the timely acquisition of language. However, deaf children who learn a signed language from birth demonstrate both higher sign language proficiency and greater math achievements compared with those with poorer sign language proficiency (Hrastinski & Wilbur, 2016). This suggests that it is the quality of language exposure and proficiency that contributes to academic achievement. Thus, our hypothesis is that greater proficiency in sign language leaves more visual-spatial resources available for other tasks that draw on this same pool of cognitive resources. We would thus predict that individuals with high sign language proficiency would also show better performance in approximate numerical distance comparisons than those with poorer proficiency. Specifically, we expect less pronounced interference from the secondary sign language task for CODAs than interpreters, who typically acquire sign language later in life. The inclusion of CODAs in addition to non-native interpreters may provide stronger inferences for deaf signers who also tend to learn signing early in life.