Suma y resta mediante el uso de una pizarra digital en alumnado con Síndrome de Down

  1. María Aurelia Noda Herrera 1
  2. Alicia Bruno Castañeda 1
  3. Carina Soledad González González 1
  4. Lorenzo Moreno Ruiz 1
  5. Hilda Sanabria
  1. 1 Universidad de La Laguna

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    GRID grid.10041.34

Unión: revista iberoamericana de educación matemática

ISSN: 1815-0640

Year of publication: 2012

Issue: 30

Pages: 15-40

Type: Article

Export: RIS


Cited by

  • Dialnet Métricas Cited by: 2 (11-11-2021)


  • Social Sciences: D


We present research into how a group of 9 students with Down syndrome perform subtractions and additions. This descriptive and qualitative study uses previous research conducted in this area on people without disabilities to detail the strategies, procedures and errors involved. The data were gathered from algorithms performed on a digital board, which allows for the numbers used in the operations to be represented using balls. The results show that students with Down syndrome use the same strategies and procedures as normal students, though none of the subjects operated on a completely abstract level. The use of fingers or concrete representations (balls) appears as a fundamental process among these students. As for errors, these vary widely depending on the students, and can be attributed in their majority to an incomplete knowledge of the decimal number system.