Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Keith Mousley"'
Autor:
Gary Blatto-Vallee, Keith Mousley, Jacqueline McClive, Carol Marchetti, Susan Foster, Jane Jackson, David Simkins
Publikováno v:
The Journal of Science Education for Students with Disabilities. 23:1-22
Research in most Science, Technology, Engineering, and Mathematics (STEM) disciplines uses statistical methods. Thus as students develop into research scientists, introductory statistics serves as a gateway course. If students struggle to incorporate
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6123644b3f1630e922f4cc4dc3116c9c
https://doi.org/10.14448/jsesd.12.0009
https://doi.org/10.14448/jsesd.12.0009
Autor:
Keith Mousley
Publikováno v:
American annals of the deaf. 166(3)
Fractions and the understanding of fraction concepts affect later conceptualization of advanced mathematics and affect how people live their everyday lives. Research shows that many deaf or hard of hearing (DHH) students have not mastered fraction sk
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::21b1315ee6120a57889c72c30a0c72df
https://pubmed.ncbi.nlm.nih.gov/34719520
https://pubmed.ncbi.nlm.nih.gov/34719520
Autor:
Carol Marchetti, Jacqueline McClive, Jane Jackson, Gary Blatto-Vallee, Keith Mousley, David Simkins
Publikováno v:
2017 ASEE Annual Conference & Exposition Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::358c4d50301ebb329b6b964680b5e268
https://doi.org/10.18260/1-2--27961
https://doi.org/10.18260/1-2--27961
Autor:
Ronald R. Kelly, Keith Mousley
Publikováno v:
Journal of Education and Learning. 7:12
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 colle
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3a9f6a7d1bfbc12673eaef4f68526187
https://doi.org/10.5539/jel.v7n2p12
https://doi.org/10.5539/jel.v7n2p12
Autor:
Ronald R. Kelly, Keith Mousley
Publikováno v:
American annals of the deaf. 146(3)
Deaf and hearing college students were given 30 mathematics problems to solve. The initial 15 were presented as numeric/graphic problems, followed by 15 corresponding word problems, with both conditions sequenced for a progressive increase in problem
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4e2b0f95117de5745c1c85143de1045c
https://pubmed.ncbi.nlm.nih.gov/11523200
https://pubmed.ncbi.nlm.nih.gov/11523200
Publikováno v:
Scopus-Elsevier
Seventy-three deaf college students completed a survey examining perceptions about tutoring outcomes and emphases, characteristics of tutors, and responsibilities associated with learning through tutoring. The comparisons revealed that while baccalau
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::32356be7fb7261029e4efda1435f8966
http://www.scopus.com/inward/record.url?eid=2-s2.0-16544392069&partnerID=MN8TOARS
http://www.scopus.com/inward/record.url?eid=2-s2.0-16544392069&partnerID=MN8TOARS
