I am doing to do a study with a group of deaf college students. I am curious if the knowledge of fractions is based on reading skills and higher fraction skill mostly likely in higher level of mathematics
If you write a sentence and take out 2 or 3 main words, you are now taking out 2 or 3 word out of ten. For example, The girl wanted to hit the ball with a bat. Take out wanted, with, bat. Fraction of words taken out is 3/8. Now as a reading skill the deaf student has to retain the words that were taken out. Furthermore, the deaf student also needs to know if the word was a noun, verb, or adjective. I do know of a reading project now being used in St. Joseph for the Deaf and it is piloting in this school. However, I am curious now too because it relatively based on reading skills but the way the words are fractioned from the sentences and may be used as bothe fractions and reading skills.
Thanks for your feedback. I was hoping to find an article with this idea. I was wondering if a student with a high level of reading do a better job with fraction or not.
Thanks again..
I have been reading several articles related to Math education related to hearing students. I found some good one. I am beginning to get the idea why hearing students are having difficult times with fractions. Good articles to read is written by Seigler, et. al. for those who are teaching mathematics.
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