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ERIC Number: EJ908763
Record Type: Journal
Publication Date: 2011-Jan
Pages: 23
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0020-739X
Addition and Subtraction by Students with Down Syndrome
Herrera, Aurelia Noda; Bruno, Alicia; Gonzalez, Carina; Moreno, Lorenzo; Sanabria, Hilda
International Journal of Mathematical Education in Science and Technology, v42 n1 p13-35 Jan 2011
We present a research report on addition and subtraction conducted with Down syndrome students between the ages of 12 and 31. We interviewed a group of students with Down syndrome who executed algorithms and solved problems using specific materials and paper and pencil. The results show that students with Down syndrome progress through the same procedural levels as those without disabilities though they have difficulties in reaching the most abstract level (numerical facts). The use of fingers or concrete representations (balls) appears as a fundamental process among these students. As for errors, these vary widely depending on the students, and can be attributed mostly to an incomplete knowledge of the decimal number system. (Contains 8 tables and 15 figures.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain