Discriminating quantity: new starting points for teaching children with Down syndrome about number?

Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: 10.1080/1034912X.2019.1569208

Abstract/Summary

The focus of much mathematics teaching has been on the acquisition of counting, an area where children with Down syndrome can experience particular difficulties. Research with typically developing children has highlighted how early awareness of quantity provides a strong platform for the acquisition of later mathematical skills and programmes of early intervention have been introduced. Many of these studies are embedded in the work and traditions of developmental and cognitive psychology and can be difficult to access. Consequently, this is an area that has been largely ignored in the curricula of children with Down syndrome. This paper seeks to make this literature more available. It systematically reviews previous research with children with Down Syndrome on these early foundations. It considers seemingly contradictory findings in the light of differences in tasks, their presentation and instructions, and the responses required, in order to draw conclusions and reflect on the implications for teaching and learning. Some of these propositions are in contrast to existing practices and call for further research to test their effectiveness.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/81779
Identification Number/DOI	10.1080/1034912X.2019.1569208
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
Publisher	Taylor & Francis
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