The Effectiveness of Teaching Geometry to Enhance Mathematical Understanding in Children with Down Syndrome

The Effectiveness of Teaching Geometry to Enhance Mathematical Understanding in Children with Down Syndrome

It is widely known that people with Down syndrome have difficulties transitioning from a basic understanding of counting and cardinality to more advanced arithmetic skills. This is commonly addressed by resorting to the mechanical use of algorithms, which hinders the acquisition of mathematical conc...

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Bibliographic Details
Published in:International journal of disability, development, and education Vol. 66; no. 2; pp. 186 - 205
Main Authors: Gil Clemente, María Elena, Cogolludo-Agustín, José Ignacio
Format: Journal Article
Language:English
Published: Abingdon Taylor & Francis Ltd 04-03-2019
Subjects:
Abstract thinking
Arithmetic
Cardinality
Children
Counting
Down syndrome
Geometry
Intuition
Mathematics
Qualitative research
Teaching
Understanding
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Summary:It is widely known that people with Down syndrome have difficulties transitioning from a basic understanding of counting and cardinality to more advanced arithmetic skills. This is commonly addressed by resorting to the mechanical use of algorithms, which hinders the acquisition of mathematical concepts. For this reason some authors have recently proposed a shift in the focus of learning from arithmetic to more fertile fields, in terms of understanding. In this paper we claim geometry fits this profile, especially suited for initiating children with Down syndrome into mathematics. To support this we resort to historical, epistemological, and cognitive reasons: the work of Séguin and his intuition on the central role of geometry in the development of abstract thinking in the so-called idiot children, the ideas of René Thom about the role of continuum intuition in the emergence of conscious thinking, and finally the two strengths people with Down syndrome display: visual learning abilities and interest in abstract symbols. To support these ideas we present the main findings of qualitative research on elementary mathematics teaching to a group of seven children (3-8) with Down syndrome in Spain. The didactic method used, naturally enhance their naïve geometrical conceptions.
ISSN:1034-912X
1465-346X
DOI:10.1080/1034912X.2019.1571171