Assessment of the Knowledge of the Decimal Number System Exhibited by Students with Down Syndrome

  1. Noda, Aurelia
  2. Bruno, Alicia
Journal:
Qualitative Research in Education

ISSN: 2014-6418

Year of publication: 2017

Volume: 6

Issue: 1

Pages: 56-85

Type: Article

DOI: 10.17583/QRE.2017.2061 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Qualitative Research in Education

Abstract

This paper presents an assessment of the understanding of the decimal numeral system in students with Down Syndrome (DS). We followed a methodology based on a descriptive case study involving six students with DS. We used a framework of four constructs (counting, grouping, partitioning and numerical relationships) and five levels of thinking for each one. The results of this study indicate the variability of the six students in the five levels and in their mastery of the constructs. The grouping construct, which is essential to a proper development of the others, proved complex for the students. In general, we found that these students have a better procedural than conceptual understanding. However, the skills displayed by two of the students in the study group are encouraging with a view to advancing the number knowledge of these individuals.

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