Difficulty learning mathematics appears to be part of the effects of Down syndrome, and yet with quality teaching and the right support, learners with Down syndrome have demonstrated achievement in mathematics. In this chapter, we review the available literature on mathematics development of learners with Down syndrome and then discuss our research using task-based interviews to provide a description of how learners with Down syndrome develop mathematics concepts. We note limitations of our research and make suggestions for further work.
|Title of host publication||Educating Learners with Down Syndrome|
|Subtitle of host publication||Research, Theory, and Practice with Children and Adolescents|
|Editors||Rhonda Faragher, Barbara Clarke|
|Place of Publication||UK|
|Number of pages||27|
|Publication status||Published - 2014|