Understanding the Number Sense Competence of High School Students with Borderline, Mild and Moderate Intellectual Disabilities
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 asse...
| Main Author: | |
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| Format: | Thesis |
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Curtin University
2017
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| Online Access: | http://hdl.handle.net/20.500.11937/57126 |
| _version_ | 1848760011873845248 |
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| author | Enoma, Agbon Osa Stephen |
| author_facet | Enoma, Agbon Osa Stephen |
| author_sort | Enoma, Agbon Osa Stephen |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T10:09:00Z |
| format | Thesis |
| id | curtin-20.500.11937-57126 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:09:00Z |
| publishDate | 2017 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-571262020-10-06T01:29:57Z Understanding the Number Sense Competence of High School Students with Borderline, Mild and Moderate Intellectual Disabilities Enoma, Agbon Osa Stephen 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. 2017 Thesis http://hdl.handle.net/20.500.11937/57126 Curtin University fulltext |
| spellingShingle | Enoma, Agbon Osa Stephen Understanding the Number Sense Competence of High School Students with Borderline, Mild and Moderate Intellectual Disabilities |
| title | Understanding the Number Sense Competence of High School Students with Borderline, Mild and Moderate Intellectual Disabilities |
| title_full | Understanding the Number Sense Competence of High School Students with Borderline, Mild and Moderate Intellectual Disabilities |
| title_fullStr | Understanding the Number Sense Competence of High School Students with Borderline, Mild and Moderate Intellectual Disabilities |
| title_full_unstemmed | Understanding the Number Sense Competence of High School Students with Borderline, Mild and Moderate Intellectual Disabilities |
| title_short | Understanding the Number Sense Competence of High School Students with Borderline, Mild and Moderate Intellectual Disabilities |
| title_sort | understanding the number sense competence of high school students with borderline, mild and moderate intellectual disabilities |
| url | http://hdl.handle.net/20.500.11937/57126 |