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

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

ISSN: 2014-6418

Año de publicación: 2017

Volumen: 6

Número: 1

Páginas: 56-85

Tipo: Artículo

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

Otras publicaciones en: Qualitative Research in Education

Objetivos de desarrollo sostenible

Resumen

Este artículo presenta una evaluación del conocimiento del sistema de numeración decimal en estudiantes con Síndrome de Down (DS). Seguimos una metodología basada en un estudio de caso descriptivo en el que participaron seis estudiantes con DS. Se utilizó un marco de cuatro constructos (conteo, agrupación, partición y relaciones numéricas) y cinco niveles de pensamiento para cada uno. Los resultados de este estudio indican la variabilidad de los seis estudiantes en los cinco niveles y en su dominio de los constructos. El constructo de agrupamiento, que es esencial para el adecuado desarrollo de los demás, resultó complejo para los estudiantes. En general, encontramos que estos estudiantes tienen una mejor comprensión procedimental que conceptual. Sin embargo, las habilidades mostradas por dos de los estudiantes de este grupo de estudio son alentadoras con vistas al avance en el conocimiento numérico de estas personas.

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