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Autor/inn/en | Martinez, Elisabetta Monari; Pellegrini, Katia |
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Titel | Algebra and Problem-Solving in Down Syndrome: A Study with 15 Teenagers |
Quelle | In: European Journal of Special Needs Education, 25 (2010) 1, S.13-29 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0885-6257 |
Schlagwörter | Down Syndrome; Problem Solving; Equations (Mathematics); Algebra; Mathematics Instruction; Mathematical Concepts; Mathematical Logic; Teaching Methods; Adolescents; Comparative Analysis; Foreign Countries; Italy 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Problemlösen; Equations; Mathematics; Gleichungslehre; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Italien |
Abstract | There is a common opinion that mathematics is difficult for persons with Down syndrome, because of a weakness in numeracy and in abstract thinking. Since 1996, some single case studies have suggested that new opportunities in mathematics are possible for these students: some of them learned algebra and also learned to use equations in problem-solving. Here an educational study with 15 teenagers with Down syndrome is presented: fractions, percentages, first-degree equations and problem-solving with equations were taught and learning was monitored. The students' performances during the course and in a final test were compared: the students seemed to have learned the new programme and to remember it one month later. They seemed to perform better with equations and problem-solving with equations than with other more conventional topics. There were no significant differences in the performance of different gender groups. (Contains 1 table, 5 figures and 1 note.) (As Provided). |
Anmerkungen | Routledge. Available from: 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 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |