The New ‘Functional Mathematics’ for Learners with Down Syndrome: Numeracy for a Digital World

ABSTRACT

This paper explores the challenge of determining the mathematics curriculum for students with Down syndrome in our digital age where the tools of mathematics including electronic calculators and smartphone applications are readily available. Aspects once considered essential for ‘functional mathematics’ such as written calculation, using cash and telling time can be undertaken with easily accessible devices. Deeper concepts such as generalising through algebra, making decisions about money, and engaging in mathematical problem solving and applications are now a possibility. This paper explores the challenge through the theoretical perspectives of Educational Quality of Life and Numeracy Development, presenting five principles for mathematics curriculum planning. The possibility exists of using year level appropriate mathematics curriculum to build lifelong numeracy – ‘functional’ mathematics for a new age.

KEYWORDS:

• Curriculum planning
• down syndrome
• educational quality of life
• functional skills
• mathematics
• numeracy

Acknowledgments

This paper has been adapted and extended from a conference paper:

Faragher, R. (2017). ‘Functional’ mathematics in an electronic age: Implications for classroom practice. In V. Barker, T. Spencer, & K. Manuel (Eds.), Capital Maths. Proceedings of the 26th Biennial Conference of the Australian Association of Mathematics Teachers Inc. (pp. 8–17). Canberra, ACT: AAMT.

Disclosure statement

No potential conflict of interest was reported by the author.