NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ717873
Record Type: Journal
Publication Date: 2005-Sep
Pages: 12
Abstractor: Author
Reference Count: 37
ISSN: ISSN-1366-8250
Classroom Learning Experiences of Mathematics by New Entrant Children with Down Syndrome
Rietveld, Christine M.
Journal of Intellectual and Developmental Disability, v30 n3 p127-138 Sep 2005
Background: While inclusion is commonly conceptualised as a location, or as organisational practices, or as pertaining to social development, in terms of a key purpose of schools (advancement of learning), such foci are insufficient. Method: Employing a case study methodology, this research focuses on the quality of the learning process during mathematics for 3 boys with Down syndrome in new entrant classrooms. Results: Barriers to learning were evident in all contexts, as neither teachers nor peers provided the boys with the necessary conceptual feedback to advance their mathematical understandings. In addition, parents, teachers and professionals had different goals for the children, which affected the teaching-learning emphasis. Conclusions: The data suggest a need for teachers to adopt a role as mediators of learning rather than deliverers of curricula, and raise issues concerning the meaning of inclusion.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand