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ERIC Number: ED519187
Record Type: Non-Journal
Publication Date: 2010
Pages: 183
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-9342-7
ISSN: N/A
Exploring Mathematical Understanding for a Child with 22q11 Chromosome Deletion Syndrome
Sztelle, Kathy M.
ProQuest LLC, Ed.D. Dissertation, Northern Illinois University
The purpose of this case study was to determine which mathematical instructional strategies met the learning challenges of a primary-age child identified with 22q11DS. This study investigated the processes by which a young child with 22q11DS acquires mathematical concepts within classroom and tutoring settings. It placed emphasis on building knowledge of specific mathematical concepts and skills which are significant in a child's development of number sense and flexible use of mathematics in daily situations. This study is significant because it can be used to identify learning challenges of the 22q11DS population, develop understandings of how to best meet these students' mathematical learning needs, and expand the awareness of general education and support service teachers. The current deficit of information concerning development of foundational mathematic concepts in students with 22q11DS makes meeting the educational needs of these students challenging. A qualitative case study methodology was chosen to allow rich descriptions of collected data, context, and persons involved in the education of the child with 22q11DS. Qualitative research provided insight into the learning challenges presented and possible means to meet the educational needs of this child with 22q11DS. This study also documents how the child perceived her mathematical educational journey. Researcher and teacher observation, standardized test scores, and student work examples were used to illustrate the mathematical experiences of this young learner with 22q11DS. The gathered data indicated the child was capable of acquiring mathematical concepts and skills when presented and paced in such a way that it met her needs, attending to her strengths and exploring methods that assisted her in compensating for her deficits. Significant themes came to light through the review of data, including the value of multiple strategies for learning that provided engaging repetition of skills and concepts, transparency of articulation of how mathematical knowledge can be transferred from one situation to another, and standardized test scores that merely indicate this student does not match her peers, yet, they do not offer the guidance necessary to fashion a program of study for this learner with 22q11DS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A