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Eric.ed.gov – Clues from Research: Effective Instructional Strategies Leading to Positive Outcomes for Students Who Are Deaf or Hard of Hearing

eric.ed.gov har udgivet: In 1999, the National Reading Panel investigated arguments regarding how best to teach reading. The members of the panel examined thousands of articles on literacy development and identified six key factors in teaching reading. Further, the passage of No Child Left Behind in 2001 obligated teachers to use scientifically proven practices, or evidence-based practices, supported by research that is both valid and compelling. In 1999, the Association of College Educators-Deaf & Hard of Hearing initiated a review of the literature surrounding practices in the areas of literacy, mathematics, and science. The associations’ researchers identified 20 strategies regarded by the profession to be best practices in literacy, in mathematics, and in science instruction for deaf and hard of hearing students prior to and surrounding the beginning of the… Continue Reading

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Eric.ed.gov – The Power of Expectations: Two Stories

eric.ed.gov har udgivet: This article describes the power of the word “CAN”. The author, Laurene E. Simms reports that as a poor, black, deaf youngster her teacher’s facial expressions conveyed their feelings that she was of low IQ and mentally retarded, however two persons had a positive impact on her, her father and 7th grade math teacher. They challenged her with high expectations and firm belief in her potential and she reports this had a “transforming power” over her. Belief in her own ability made her study hard and earn good grades. She graduated valedictorian. Whatever challenge life presented her father was there with encouraging words, “to always work to the best of her ability whether with good or bad situations.” It was up to her to decide to overcome… Continue Reading

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Eric.ed.gov – Bringing Language to Life: Quest’s TheatreBridge Enhances Learning in Class

eric.ed.gov har udgivet: In math, students and teachers toss tennis balls. In science, students become rain, hail, sleet, and snow. In language arts, students maneuver their bodies into related positions and hold into a frieze they call “tableau.” The students and teachers are part of TheatreBridge, a four-year model demonstration and dissemination program lead by Quest Visual Theatre, a nonprofit company based in Lanham, Maryland. Activities from TheatreBridge feel like play, but whether the students are in math, science, or language arts, the learning from TheatreBridge is deeply serious. TheatreBridge applies the principles and strategies of visual theatre to classroom instruction. By applying visual theatre modalities and strategies, TheatreBridge supports visually- and kinesthetically-based instruction that is culturally appropriate for deaf and hard of hearing students. It creates a learning environment… Continue Reading

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Eric.ed.gov – Understanding Math – Part I.

eric.ed.gov har udgivet: This is the first workbook-text in a two-part series written for deaf students. It is remedial in nature, aimed at the secondary level, and covers addition, subtraction, multiplication, and division of whole numbers. The use of the number 10 in explaining the concepts presented is stressed throughout. For the second workbook, see SE 015 828, and for the teacher’s guide, see SE 015 829. (DT) Link til kilde

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Eric.ed.gov – Understanding Math – Part II.

eric.ed.gov har udgivet: This is the second remedial workbook-text in a two-part series written for deaf students at the secondary level. It covers fractions, geometry formulas, decimals and percents, and time. For the first workbook, see SE 015 827, and for the teacher’s guide, see SE 015 829. (DT) Link til kilde

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Eric.ed.gov – The Relationship between Hyperactivity and Mathematics Learning among a Child with Deep Deafness

eric.ed.gov har udgivet: The current research aims at finding the relationship between hyperactivity and math learning among a child with deep deafness. The research sample was 40 children from four levels of primary education, ranging in age from (10) to (17) years, the research tools was two tests: a test was used for the evaluation of mathematics, and Teacher’s test of hyperactivity, and results found that deep deafness has led to the realization of the hypotheses established by the existence of a statistically significant inverse and intermediate correlation between hyperactivity and mathematical learning. Not also includes a relationship between each of the three symptoms of hyperactivity (Lack of attention, hyperactivity, and impulsivity) and learning mathematics despite the difference in degree of correlation that was in favor of the ADHD. Based… Continue Reading

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Eric.ed.gov – Understanding Math – Teachers Guide.

eric.ed.gov har udgivet: The teacher’s guide for the remedial text-workbook “Understanding Math” discusses instruction of the deaf student. An answer key for workbooks 1 and 2, a section with masters for transparencies to be used for games and activities and for teaching fractions, and two patterns for making geometric solids are included in the guide. For workbooks 1 and 2, see SE 015 827 and SE 015 828. (DT) Link til kilde

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Eric.ed.gov – A Case Study: Teachers’ Confidence in Their Own and Their Students’ Abilities in Deaf/Hard of Hearing High School Mathematics Classrooms

eric.ed.gov har udgivet: Current educational reform in mathematics education reflects attempts to incorporate the Common Core State Standards (CCSS). The CCSS decrees both content standards and mathematical practices (process standards) that students should master if they are to be sufficiently prepared for college or a career. This paper investigates the confidence reported by 16 deaf/hard of hearing high school teachers in their ability to teach all of the mathematical standards and practices, as well as their confidence in their students’ ability to learn the same. Results suggest that differences in these teachers’ confidence, as well as their confidence in their students’ ability, is directly related to differences between teachers with a college-level math qualification and teachers with no tertiary math qualification. Self-identified needs are distilled into suggested topics for, and… Continue Reading

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Eric.ed.gov – “Math Makes Me Sweat” The Impact of Pre-Service Courses on Mathematics Anxiety

eric.ed.gov har udgivet: We investigate mathematics anxiety amongst education majors currently enrolled as pre-service teachers in special education, deaf and hard of hearing, early childhood and elementary education. The impact of a compulsory freshmen content course and sophomore methodology course on mathematics anxiety for each education major was studied over a two year period. Results indicate that the highest level of mathematics anxiety, as measured by the Revised-Mathematics Anxiety Survey (R-MANX), occurred amongst pre-service deaf and hard of hearing teachers as they enter their training as teachers. Results reveal that certain education majors benefit more than others from mathematics training courses. (Contains 9 tables and 1 figure.) Link til kilde

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Eric.ed.gov – Teaching Mathematics Vocabulary with an Interactive Signing Math Dictionary

eric.ed.gov har udgivet: State frameworks and national standards are explicit about the mathematics content that students must master at each grade level. Although the Individuals with Disabilities Education Act and the No Child Left Behind Act mandate that students who are deaf or hard of hearing and communicate in sign language have access to this content, evidence suggests that it remains out of reach for many in this group. The purpose of the implementation research described in this article was to examine use of a Signing Math Dictionary (SMD) to help students who are members of this population access the vocabulary required to master the mathematics content that underlies the topics they are studying. The study included eight separate classes and a total of 39 participants–8 teachers and 31 students–representing… Continue Reading