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ERIC Number: EJ1163838
Record Type: Journal
Publication Date: 2017
Pages: 4
Abstractor: ERIC
ISSN: ISSN-1326-0286
Teaching Children with Down Syndrome in Inclusive Primary Mathematics Classrooms
Faragher, Rhonda; Stratford, Melanie; Clarke, Barbara
Australian Primary Mathematics Classroom, v22 n4 p14-16 2017
At the turn of this century, expectations for learning mathematics by students with Down syndrome were low. Research and practice continued to indicate considerable difficulty with number and calculation (Bird & Buckley, 2001). Unfortunately, most authors extrapolated difficulty with number to difficulty with mathematics in general, even though research evidence from other areas of mathematics was almost non-existent. It is now known that mathematics beyond calculation is within the grasp of learners with Down syndrome (Faragher & Clarke, 2014). In this article, based on findings from a research study that was undertaken in the ACT and Victoria, these authors describe how learning mathematics in inclusive primary classrooms can be achieved.
Australian Association of Mathematics Teachers (AAMT). Tel: +61-8-8363-0288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A