Understanding the Number Sense Competence of High School Students with Borderline, Mild and Moderate Intellectual Disabilities
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The study investigated selected teacher- and student-related factors aimed at understanding their influence on the mathematics achievements of students with intellectual disabilities (ID). The relationship between students’ achievements and instructional approaches as well as the suitability of assessment tools were also evaluated. Findings have demonstrated that no singular factor accounted for the mathematics achievements of the students but the interplay of several factors. IMPELS, an assessment tool was also developed as part of this study.
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