Addition and Subtraction by Students with Down Syndrome

Autor/inn/en	Herrera, Aurelia Noda; Bruno, Alicia; Gonzalez, Carina; Moreno, Lorenzo; Sanabria, Hilda
Titel	Addition and Subtraction by Students with Down Syndrome
Quelle	In: International Journal of Mathematical Education in Science and Technology, 42 (2011) 1, S.13-35 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
Schlagwörter	Number Systems; Down Syndrome; Subtraction; Mathematics Skills; Arithmetic; Interviews; Problem Solving; Mathematical Logic; Manipulative Materials; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Number system; Zahlensystem; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Subtraktion; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Interviewing; Interviewtechnik; Problemlösen; Mathematical logics; Mathematische Logik; Hilfsmittel; Ausland; Spanien
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10