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ABSTRACT
This paper presents results from the development of a sequence for teaching/learning number concepts for children with Down syndrome that is adapted to their cognitive characteristics and to certain traits of their executive functioning. The mathematical objective is to promote subitising during the initial number learning in order to develop cardinality, composition-decomposition and number facts. We outline activities with different materials and resources, supported by the use of augmentative communication. We present the results of a case study involving two children with Down syndrome (7 and 8 years of age) who followed the proposed intervention for one academic year. The results indicated a different tendency when using the subitising strategy in both children and also depended on the physical arrangement of the objects to be counted. The benefits found were the children’s flexibility in using subitising and counting in numerical activities and the spontaneous use of augmentative communication.
Acknowledgments
This work was supported by the Ministerio de Economía y Competitividad. Madrid. Spain. Resolución de problemas y competencia matemática en la educación primaria y secundaria y en la formación de profesores.
Disclosure statement
No potential conflict of interest was reported by the authors.