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    Understanding the Number Sense Competence of High School Students with Borderline, Mild and Moderate Intellectual Disabilities

    Enoma A 2017.pdf (4.252Mb)
    Access Status
    Open access
    Authors
    Enoma, Agbon Osa Stephen
    Date
    2017
    Supervisor
    Prof. David Treagust
    Prof. John Malone
    Type
    Thesis
    Award
    PhD
    
    Metadata
    Show full item record
    Faculty
    Humanities
    School
    Science and Mathematics Education Centre
    URI
    http://hdl.handle.net/20.500.11937/57126
    Collection
    • Curtin Theses
    Abstract

    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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