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Pubmed for Handhelds

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  • Title: Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children.
    Author: Kritzer KL.
    Journal: J Deaf Stud Deaf Educ; 2008; 13(4):503-17. PubMed ID: 18344538.
    Abstract:
    This qualitative study examined the relationship between young deaf children's level of mathematics ability ("high" and "low," as defined by test score on the Test of Early Mathematics Ability-3) and opportunities available for the construction of early mathematics knowledge during a problem-solving task implemented by their parents. Findings indicate that the manner in which the mathematically based concepts (number/counting, quantity, time/sequence, and categorization) were incorporated into the activity was more meaningful for children who demonstrated high levels of mathematical ability. In addition, children who demonstrated high levels of mathematical ability experienced a more purposeful use of mediation during activity implementation; however, overall use of mediated learning experience was limited for children from both ability groups.
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