Developing Deaf Students Fraction Skills Requires Understanding Magnitude and Whole Number Division

Autor/inn/en	Mousley, Keith; Kelly, Ronald R.
Titel	Developing Deaf Students Fraction Skills Requires Understanding Magnitude and Whole Number Division
Quelle	In: Journal of Education and Learning, 7 (2018) 2, S.12-20 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Deafness; Fractions; Mathematics Skills; Arithmetic; Mathematical Concepts; College Students; Self Esteem; Reading Ability; English; Correlation; Statistical Analysis; New York (Rochester) + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Bruchrechnung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Collegestudent; Self-esteem; Selbstaufmerksamkeit; Reading competence; Lesekompetenz; English language; Englisch; Korrelation; Statistische Analyse
Abstract	Research has shown that fraction magnitude and whole number division are important precursors to learning and understanding fractions. Deaf and hard-of-hearing (DHH) students are consistently challenged with learning fractions from K-12 through college. Sixty DHH college students were tested for both their understanding of magnitude between two fractions and their ability to calculate whole number division. The results showed that both understanding the magnitude between two fractions and whole number division are significantly associated with accurately calculating arithmetic functions of fractions with like denominators and different denominators that required them to add, subtract, multiply, and divide two fractions. Understanding fraction magnitude and whole number division were also significantly associated with their self-rated confidence of math performance with fractions. Tangentially, DHH college students' English reading ability was significantly, but modestly associated with their fraction performance. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01