Developing early number concepts for children with Down syndrome

Barbara Anne Clarke, Rhonda Faragher

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

    16 Citations (Scopus)

    Abstract

    This chapter reviews the literature on aspects of early number learning for children with Down syndrome. It reports on data relating to early number from a larger study undertaken to map the mathematical development of children with Down syndrome. The study used semi-structured, task-based, one-to-one interviews. From the analysis of video data, it would appear that the children in our study are developing counting in different ways from typically developing children. It seems that the development of number understanding by these children is enhanced by the use of symbols, but more research is needed. Suggested teaching approaches are proposed, as are further areas for research.

    Original languageEnglish
    Title of host publicationEducating Learners with Down Syndrome
    Subtitle of host publicationResearch, Theory, and Practice with Children and Adolescents
    EditorsRhonda Faragher, Barbara Clarke
    Place of PublicationUK
    PublisherRoutledge
    Chapter6
    Pages146-162
    Number of pages17
    Edition1st
    ISBN (Electronic)9781134673353
    ISBN (Print)9780415816373
    Publication statusPublished - 2014

    Cite this