Insights into children who are hard of hearing and their attitudes towards mathematics
Bibliographic Data
| ID | 12577787 |
|---|---|
| Authors | Kate Quane (0000-0003-0405-0788, University of South Australia, corresponding author) |
| Year | 2025 |
| Pages | 1-20 |
| Publication date | 2025-10-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2025.2565395 |
| OpenAlex | W4415231519 |
| Language | EN |
| References cited | 32 |
Inclusion (mineral · Mainstreaming · Perception · Qualitative research · Special education · Cognitive and developmental aspects of mathematical skills · Early Childhood Education and Development · Educational Environments and Student Outcomes
Research Methods in Education
Talis 2018 Results (Volume I)
Working memory, math performance, and math anxiety
Assessing the Relationship between Attitude toward Mathematics and Achievement in Mathematics
The development of early numeracy in deaf and hard of hearing children acquiring spoken language
Motivational pathways to STEM career choices
Developing Membership in the Education of Deaf and Hard-of-Hearing Students in Inclusive Settings
Development of Mathematics Interest in Adolescence
The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes
The Interpretation of Cultures
| Highly cited | No |
|---|