The aim of this study is to reveal the trends in studies on teaching mathematical skills and individuals with Down Syndrome (DS) from various perspectives by analyzing the content of scientific research articles in this field. As a result of literature review conducted for this purpose, a total number of 62 articles which can be accessed in full text searched in international databases between 1988-2019 were included in the study. The articles were subjected to content analysis. According to the results of the analysis, the number of studies on mathematics and DS has increased in the recent years and research subjects mainly composed of counting skills, teaching mathematics to individuals with DS in inclusive classrooms and using technology to enhance mathematical skills of individuals with DS. It was found that individuals with DS were preferred as the sample group of the studies examined and qualitative and single-subject research designs were frequently used in the studies. Results are presented with frequencies and percentages and discussed with relevant literature.