Integrated arithmetic and geometry for Down Syndrome children

This paper presents the main findings of a research and practice study on teaching elementary maths to a group of 7 children with Down Syndrome (DS) aged three to eight. The objective was to try an educational approach overcoming utilitarian practical goals and choosing maths formative goals (Monari 2002), including self-awareness and understanding of the world. Thus, the educational design integrates arithmetic and geometry and includes activities involving sense experiencing, movement, playing, mimesis and group work. The method used was the design of a ten session workshop with the group of children based on enhancing preschool children’s naif arithmetic and geometrical conceptions (Fuson 1988, Israel Millán Gasca 2012). Results included increasing children's involvement in the activities, genuine mathematical knowledge and awakeness to their surroundings. This study encourages further research on a broad approach to maths concepts with DS children, including geometry and abstraction.