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Children’s negotiation of meanings about geometric shapes and their properties in a New Zealand multilingual primary classroom
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An Analysis of the Redesigned SAT-I Mathematics: Perceptions of Teachers, English Proficient Students, and English Language Learners
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Deaf and hard of hearing college students’ cognitive strategies for equal sharing problems
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The one-step arithmetic story problem-solving of deaf/hard-of-hearing children who primarily use listening and spoken English
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Abstract:
The present study describes how deaf and hard-of-hearing (d/hh) children who primarily use listening/spoken English (oral d/hh) solve one-step arithmetic story problems. Past research examined the story problem-solving of hearing children (Carpenter et al., 2015) and d/hh children who used age-appropriate American Sign Language (signing d/hh; Ansell & Pagliaro, 2006; Pagliaro & Ansell, 2012). The present study, using descriptive and statistical analyses, examined overall findings regarding oral d/hh children’s story problem-solving, compared findings between oral d/hh children with age-appropriate and below-age-appropriate spoken English comprehension, and considered results concerning past research from general and deaf education. Overall, the oral d/hh children used the same types of strategies as both hearing and signing d/hh children, but oral d/hh children’s pattern of relative story problem difficulty was more similar to their signing d/hh peers than their hearing peers. Finally, this study found almost no significant differences between the one-step arithmetic story problem-solving of oral d/hh children with age-appropriate spoken English comprehension and with below-age-appropriate spoken English comprehension. The study concludes with limitations, implications for the classroom, and recommendations for future research.
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Keyword:
Deaf children $x Education (Elementary); Hearing impaired children $x Education (Elementary); Mathematics $x Study and teaching (Elementary); Word problems (Mathematics)
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URL: http://libres.uncg.edu/ir/uncg/f/Hallenbeck_uncg_0154D_13155.pdf
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Morocco: Multilingualism, Cultural Identity, and Mathematics Education, Post-French Protectorate, a Historical Perspective
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Effectiveness of Remedial Mathematics Supplemental Instruction: a Community College Study.
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Student and teacher response to formative assessment feedback in eighth-grade mathematics : a design experiment
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Morocco: Multilingualism, Cultural Identity, and Mathematics Education, Post-French Protectorate, a Historical Perspective ...
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A Study of Early Career Teachers' Practices Related to Language and Language Diversity During Mathematics Instruction
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In: Curriculum and Instruction Faculty Publications and Presentations (2019)
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Central dialectics for mathematical modelling in the experience of a study and research path at university level
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In: INDRUM 2018 ; https://hal.archives-ouvertes.fr/hal-01849928 ; INDRUM 2018, INDRUM Network, University of Agder, Apr 2018, Kristiansand, Norway (2018)
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Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices
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13 |
A Functional Writing Package and Middle School Special Education Students’ Math Algorithms
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Linking Student-Athlete Achievement Motivation & Academic Success and Analyzing Mathematics as a Conbributing Factor
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Best practices to reduce math anxiety
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In: Theses and Dissertations (2018)
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Ensino de matemática para surdos: uma abordagem bilíngue ; Mathematics teaching for deaf people: a bilingual approach
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Moreira, Soliane. - : Universidade Tecnológica Federal do Paraná, 2018. : Ponta Grossa, 2018. : Brasil, 2018. : Programa de Pós-Graduação em Ensino de Ciência e Tecnologia, 2018. : UTFPR, 2018
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The Identification and Participation of Latino Students in Advanced Mathematics Courses
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Teacher-Learner Interactions in a Hybrid Setting Compared to a Traditional Mathematics Course
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Teaching multiplication facts during physical education : the effects on third-grade student academic development and on teacher perception
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