Down Syndrome Guild of Greater Kansas City
5960 Dearborn Street, Suite 100
Mission, KS 66202
Children and adults with Down syndrome vary widely in their interest and achievements in number skills and mathematics. There is only a small amount of research in the area and little that provides guidance for effective teaching methods and materials. Typically, the achievements of individuals with Down syndrome in number are at a lower level than their achievements in literacy. Research findings indicate that good teaching, using their visual learning strengths, promotes learning and that children with Down syndrome follow the same stages of progression as typically developing children, although often with more steps and practice needed at each stage. (Down Syndrome Education International)
Basic number skills, such as knowing how to count and solve simple arithmetic problems, are essential for everyday independent living. It is clear that arithmetic and number skills are areas of particular difficulty for individuals with Down syndrome. Children with Down syndrome in mainstream schools have better attainments in arithmetic than those in special schools.
This paper discusses the use of Numicon number teaching materials with children with Down syndrome. The theory underlying the design of the materials is discussed, the teaching approach and methodology are described and evidence supporting effectiveness is outlined.
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Core Progress for Math Skills List - Core Progress™ for math is a research-based learning progression identifying the continuum of math concepts and skills needed for students to be successful in math. Core Progress for math was developed after an extensive content review, analysis of state standards, and the guidance of leading experts in the field of mathematics and instruction. Student data was then collected for validation and was examined quantitatively, through the calibration process used to analyze assessment items. The concepts and skills in Core Progress for math align with Common Core Standards.
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