International Electronic Journal of Mathematics Education

The Relationship between Hyperactivity and Mathematics Learning among a Child with Deep Deafness
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Elsayed SA, Rakza SM. The Relationship between Hyperactivity and Mathematics Learning among a Child with Deep Deafness. INT ELECT J MATH ED. 2020;15(1), em0562. https://doi.org/10.29333/iejme/5951
APA 6th edition
In-text citation: (Elsayed & Rakza, 2020)
Reference: Elsayed, S. A., & Rakza, S. M. (2020). The Relationship between Hyperactivity and Mathematics Learning among a Child with Deep Deafness. International Electronic Journal of Mathematics Education, 15(1), em0562. https://doi.org/10.29333/iejme/5951
Chicago
In-text citation: (Elsayed and Rakza, 2020)
Reference: Elsayed, Sahar Abdo, and Samira Mohamed Rakza. "The Relationship between Hyperactivity and Mathematics Learning among a Child with Deep Deafness". International Electronic Journal of Mathematics Education 2020 15 no. 1 (2020): em0562. https://doi.org/10.29333/iejme/5951
Harvard
In-text citation: (Elsayed and Rakza, 2020)
Reference: Elsayed, S. A., and Rakza, S. M. (2020). The Relationship between Hyperactivity and Mathematics Learning among a Child with Deep Deafness. International Electronic Journal of Mathematics Education, 15(1), em0562. https://doi.org/10.29333/iejme/5951
MLA
In-text citation: (Elsayed and Rakza, 2020)
Reference: Elsayed, Sahar Abdo et al. "The Relationship between Hyperactivity and Mathematics Learning among a Child with Deep Deafness". International Electronic Journal of Mathematics Education, vol. 15, no. 1, 2020, em0562. https://doi.org/10.29333/iejme/5951
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Elsayed SA, Rakza SM. The Relationship between Hyperactivity and Mathematics Learning among a Child with Deep Deafness. INT ELECT J MATH ED. 2020;15(1):em0562. https://doi.org/10.29333/iejme/5951

Abstract

The current research aims at finding the relationship between hyperactivity and math learning among a child with deep deafness. The research sample was 40 children from four levels of primary education, ranging in age from (10) to (17) years, the research tools was two tests: a test was used for the evaluation of mathematics, and Teacher’s test of hyperactivity, and results found that deep deafness has led to the realization of the hypotheses established by the existence of a statistically significant inverse and intermediate correlation between hyperactivity and mathematical learning. Not also includes a relationship between each of the three symptoms of hyperactivity (Lack of attention, hyperactivity, and impulsivity) and learning mathematics despite the difference in degree of correlation that was in favor of the ADHD. Based on the results, the study recommendation that the most important of which was the need to the prospects of the Deaf group.

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