Classroom learning experiences of mathematics by new entrant children with Down syndrome

Abstract

Background While inclusion is commonly conceptualised as a location, or as organisational practices, or as pertaining to social development, in terms of a key purpose of schools (advancement of learning), such foci are insufficient.

Method Employing a case study methodology, this research focuses on the quality of the learning process during mathematics for 3 boys with Down syndrome in new entrant classrooms.

Results Barriers to learning were evident in all contexts, as neither teachers nor peers provided the boys with the necessary conceptual feedback to advance their mathematical understandings. In addition, parents, teachers and professionals had different goals for the children, which affected the teaching‐learning emphasis.

Conclusions The data suggest a need for teachers to adopt a role as mediators of learning rather than deliverers of curricula, and raise issues concerning the meaning of inclusion.