Algebra and Problem-Solving in Down Syndrome: A Study with 15 Teenagers

Autor/inn/en	Martinez, Elisabetta Monari; Pellegrini, Katia
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? '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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10