The performance of young deaf children in spatial and temporal number tasks.
Deaf children tend to fall behind in mathematics at school. This problem may be a direct result of particular experiences in the classroom; for example, deaf children may find it hard to follow teachers' presentations of basic, but nevertheless quite abstract, mathematical ideas. Another possib...
| Main Authors: | , , |
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| Format: | Journal article |
| Language: | English |
| Published: |
2004
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