The Relationship between Hyperactivity and Mathematics Learning among a Child with Deep Deafness
Sahar Abdo Elsayed 1 * , Samira Mohamed Rakza 2 *
More Detail
1 Assistant Professor of Curriculum and Mathematics Methodology Faculty of Education in delam Prince Sattam bin Abdul Aziz University, SAUDI ARABIA2 Associate Professor of Cognitive Psychology University of Blida2, Language Laboratory - Knowledge and Interaction, ALGERIA* Corresponding Author

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.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2020, Volume 15, Issue 1, Article No: em0562

https://doi.org/10.29333/iejme/5951

Publication date: 05 Oct 2019

Article Views: 1566

Article Downloads: 1139

Open Access References How to cite this article