Program(A pdf file of the program)
Titles and Abstracts
Title: Concept of place value in students with Down syndrome
Title: Concept of place value in students with Down syndrome
Title: Assessing and Developing the mathematical understanding of young children with Down syndrome: Some Australian findings
Abstract: In this presentation work conducted with Dr Rhonda Faragher in Australia will be shared. A one-to-one mathematics task based interview was used with twelve young primary aged children with Down syndrome. The interview covered a range of mathematics content and was based on an instrument used extensively in the early years of school. Some results including some surprising responses will be presented. We will argue that a flexible methodology helped maximise the chances of children showing what they knew and could do mathematically.
Title: Mathematics and the quality of life of people with Trisomy 21
Abstract: It has been known for some time that numeracy, the application of mathematics in daily life,
is important for quality of life. Learners with Down syndrome have often been limited in developing
numeracy because of what they have been taught. Many struggle with basic arithmetic and have been prevented
from access to other mathematics as a result. Fortunately, this is changing with new understandings about
the nature of mathematics and how it can be taught to learners with Down syndrome. The possibilities, then,
are for dramatic changes in accomplishment of mathematics learning outcomes for students with Down syndrome.
This impact is considered on Educational Quality of Life (EQoL), which is an emerging branch of the broader
field of Quality of Life.
This presentation will explore the connection between mathematics, numeracy development and EQoL.
Title: Relating Words, Visual Images, and Math Symbols for Understanding and Competence
Abstract: I will briefly overview my research with young children in learning number by relating number words, research-based visual supports, and math symbols. I will share what I have found to be productive learning activities and visual supports and discuss advantages and disadvantages of different supports. I have found math drawings to be a key visual support that helps children transition to working meaningfully with symbols and words alone.
Title: First steps in Mathematics for children with Trisomy 21: a Geometry-based study
Abstract: Mathematics is a basic discipline in education, not only because of its utilitarian nature, but above all because
of the role they play in the development of abstract thinking and the ability to have a deeper knowledge of the world.
The difficulties with arithmetic observed in people with Trisomy 21 suggest the need to redirect the teaching of this basic discipline towards more fertile fields.
In this presentation we will discuss the role of geometry in child mathematical initiation. A role that the innovators of the nineteenth century already intuited and which is confirmed by the epistemology and the foundations of mathematics.
The analysis of the keys to the success of an experiment carried out in Zaragoza will lead us to rethink some ideas on the teaching of mathematics in general and on our conception of intellectual disability.
Title: Geometric intuition and mimesis in child’s introduction to Mathematics
Title: The new Mathematics tree: beyond Arithmetic
Abstract: The key questions are: Is it true that persons with Down syndrome are hopeless at mathematics?
Might it be possible that their difficulties are mainly restricted to some fields, such as numeracy and mental
computation, but do not encompass the entire domain of mathematics? What can we say about the mathematical topics
that emphasise logic over few numerical abilities? Is the use of a calculator recommended? Our experience is that
these students can solve mathematical problems, though they may have very poor numeracy skills – in fact, a familiarity
with algebraic computation and analytic geometry can help to raise their self-esteem and improve their numeracy too.
Surprisingly, these students can learn and apply mathematical procedures such as those used to work with fractions,
to solve equations, to solve problems with equations, to use equation formulas in a variety of other different contexts,
and to work with Cartesian coordinates and formulas in analytic geometry, with the help of rulers, calculators, and other
visual prompts that they learn to manage easily.
Some examples with adolescents included in Italian mainstream secondary schools will be reported. In fact, the role of the inclusion of every disabled student, regardless the severity of the disability, has been crucial for these results.
Title: Should we be fostering magnitude representation with children with Down syndrome?
Abstract: The focus of my presentation is on the earliest foundational skills of mathematics. I will look at what we know about children with Down syndrome’s understanding and knowledge of the procedures of counting, drawing on my own PhD research with 50 children with Down syndrome together with more recent research. These findings have led me to consider the role of magnitude representation (or numerosity) in supporting children at the earliest stages and the challenges of drawing firm conclusions from the literature. I will then report on some recent empirical data I gathered with 40 children with Down syndrome on their responses to an iPad game and a non-digital card game. This raised some interesting issues for me about pedagogy and the design and development of activities.
Title: Abstract thinking in people with Trisomy 21
Abstract: In early reading, preschool children with trisomy 21 are interested in abstract, second-order supersigns.
Many children with Down syndrom can already start learning to read at preschool age. Unfortunately, science still draws
the wrong conclusions from this: one attributes visual strength to people with trisomy 21.
Our experimental findings from 1,294 people with trisomy 21 show a narrowing of the scope of attention to less than four units (chunks) simultaneously. As the results of our study demonstrate, the visual scope of attention of people with trisomy 21 is limited. Incidentally, this limitation also applies to the acoustic, haptic and kinesthetic scope of attention. These results suggest that visual, step-by-step and abstraction-avoidant classes at special needs schools take only little account of the neuropsychological features of people with trisomy 21.
In its original meaning, the word “abstraction” (derived from the Latin abstrahere for “draw away” or “detach”) describes the process of abstaining from seeing details or wholes. Pablo Picasso's drawings, which ingeniously omit many details, are a good example. Abstraction can, however, also elevate a detail, e.g., the maple leaf as a symbol for Canada.
There are brains in the neurodiversity spectrum for which arithmetic is particularly easy, e.g., some (a few) people in the autismspectrum. There are also people for whom it is less easy, e.g., people with trisomy 21. However, learning arithmetic is also particularly challenging for many neurotypical people. The decimal system and the power of five make it easier for many neurotypical people, but, by far, not for all. Taking the entire neurodiversity spectrum into account requires a diversity of learning pathways.
Irene Tuset Relaño. Universidad Complutense de Madrid, España
Title: Subitizing in numerical tasks with Down syndrome children
Coauthors: Alicia Bruno and Aurelia Noda. Universidad de La Laguna, España
Abstract: We describe the design and initial results of a research on the benefits of boosting the subitization of quantities up to ten for the acquisition of the first numerical concepts in children with Down syndrome. Specifically, the main objective of the research is to evaluate, in this population, the relationship between the ability to subitize and the acquisition of the concept of quantity, numerical conservation, numerical composition and decomposition, and the acquisition of numerical facts. An initial evaluation, prior to the development of a learning sequence, was designed based on individual interviews with fifteen children with Down syndrome, aged between 4 and 8 years, who are enrolled in regular centers with an integration program.
Key words: subitization, numeric conservation, numeracy, cardinality, composition, decomposition, Down syndrome.
Isabel Gil Pascual and Irene Langarita Garcés. Fundación Down Zaragoza
Title: The teaching of mathematics in the integral project of Down Zaragoza
Abstract: From the Early Care Departments in Fundación Down Zaragoza, the intervention with children from 0 to 16 years with Down Syndrome is focused in their overall development. There is a requirement to respond stimulating the logical-mathematical reasoning since early childhood. First steps in mathematical learning take place by means of sensory and manipulative activities. These activities enable the creation of some fundamental bases of the arithmetic and geometrical complex concepts, because of the abstract reasoning needed. In Fundación Down Zaragoza the approach consists in a mathematical learning that pursues the accesibility and the functionality of people with Down Syndrome in daily life. The teaching methodology is very important in the intervention of mathematical practice.
Beatriz Llano. Fundación Garrigou/Centro María Corredentora.
Title: EUREKA 1 and EUREKA 2: Apps for Mathematics
Abstract: The Centro María Corredentora and the Garrigou Foundation have opted for the inclusion of those tools that favor the acquisition of educational knowledge, and the use of the iPad, with a very favorable response from students with Down syndrome and other disabilities.
From this perspective and following our own method for teaching-learning of mathematics, in 2016 Eureka 1 was designed with the aim of responding to the development of basic mathematical skills.
In 2017, Eureka 2 has been created, aimed at students who have already acquired such skills, encountering an application to learn notions of numbering and first basic operations. In both, the adult selects the resources that they wish to configure, designing the activities and thus obtaining an individualized material which is tailored for each situation and each student.