The concept of fractional number among deaf and hard of hearing students.
This study investigated deaf and hard-of-hearing students' understanding of the fractional number concept as measured by their ability to determine the order and/or equivalence of two fractional numbers presented in a pair. Analyses focused on the performance and strategies of 10-to-12 and 13-to-16 year old deaf and hard-of-hearing students (N = 21) and comparison groups of hearing students (N = 26). All students completed 18 fraction items requiring them to indicate which of two fractions presented in a pair was the larger value. On four items, students indicated their strategy. Results showed deaf and hard-of-hearing students in overall performance by fraction type and problem solving strategies. These students had a tendency to order fractions by the values of the counting numbers composing them.
Titus
J C
JC
Department of Educational Psychology, University of Minnesota, USA.
D000124:Achievement; D000293:Adolescent; D002648:Child; D003638:Deafness; D005260:Female; D006309:Hearing; D006311:Hearing Disorders; D006801:Humans; D008297:Male; D008433:Mathematics; D011340:Problem Solving