Addition and subtraction by students with Down syndrome

Full Issue 6(1)

“…Previous research by the authors of this paper on students with DS analysed difficulties and mistakes involving addition, subtraction and problem solving (Noda et al, 2011;González et al, 2015). In that research we found that the mistakes made by students with DS when adding and subtracting stemmed from a lack of conceptual understanding.…”

“…In previous research on students with DS, we found that the mistakes made by students with DS when performing additions and subtractions reflected the little understanding they had of the place value of numbers, which impeded their ability to overcome these obstacles (Noda et al, 2011). The work we present herein evaluates the knowledge that six people with DS have of the decimal number system.…”

The Use of Technology to Support the Learning of Children with Down Syndrome in Saudi Arabia

“…It is also evident from literature that for assistive technologies to successfully enhance learning for children with DS and other special needs, the technologies ought to match with the needs and abilities of individual children (Herrera, Bruno, González, Moreno & Sanabria, 2011). This is particularly important because children and adults with DS vary greatly in their achievements and interest in different types of skills (Herrera et al, 2011).…”

“…The researchers interviewed students with DS aged 12-31 years by asking them questions that required conceptual and procedural knowledge of subtraction and addition. Based on their findings, Herrera et al (2011) concluded that students with DS could be provided with instructional programmes that focus on understanding algorithms before using them as this has been shown to result into increases in both procedural and conceptual knowledge in non-DS students. Such knowledge is critical in the design and use of technology for DS children.…”

“…This is particularly important because children and adults with DS vary greatly in their achievements and interest in different types of skills (Herrera et al, 2011). Herrera et al's (2011) study was aimed at determining the level of addition and subtraction skill progression in students with DS compared to those without the disability.…”