Number and mathematics
Number and mathematics
The ability to count and to calculate with numbers up to 100 is clearly a useful
everyday skill and will influence the ability to tell the time and handle money
as well as to count, weigh and measure. Achieving these skills facilitates employment
and independent living, shopping, cooking and travel.
Research to date indicates
that children and adults with Down syndrome find all these aspects of number difficult.
Typically their number abilities lag behind the abilities they show in other areas.
In a study primarily looking at reading progress, the Trust collected data showing
that children’s number skills were typically two years behind their literacy skills
in their primary school years.
There is very little published research in this area
to explain the children’s difficulties at present.
Further reading and resources
Research
Learning to count
A longitudinal study carried out from 1997 – 2000 indicates that children with Down
syndrome largely master the early understanding of counting at the rate that would
be expected for their non-verbal cognitive abilities.
They were able to count small
numbers of objects and to understand cardinality (that the last count word tells
you how many you have) as well as mental age matched children despite being more
language delayed than these children[1,2].
Evaluating the Numicon system
Over a 3 year period from 2002-2005, the Trust carried out a piece of action research
evaluating the effectiveness of a set of structured maths materials, the Numicon
system.
These materials are designed to enable children to see the relationships
between whole numbers and to build up multisensory concepts for numbers which will
support counting and calculating.
The Trust's data indicates a small benefit from
the use of the Numicon materials when compared with traditional teaching approaches.[3]
A larger study is needed to explore this finding further.
Future plans
Counting and calculating
The Trust is seeking funds to investigate the next stage of number
development beyond the early counting looked at in 1997-2000. This is
important as the first study shows good progress at this stage yet current
evidence indicates that children with Down syndrome have significant
difficulties with later number skills. A longitudinal study is need to
follow children through their primary school years to see at what stage and
why number becomes increasingly challenging for them – what are the
cognitive or linguistic challenges that may be holding them back?
Practical strategies
The Trust is planning to design and evaluate a number and maths teaching
programme for primary aged children. The programme will provide
individualised daily instruction to be delivered by Teaching Assistants. It
will be objectively compared with current teaching approaches in the
classroom.
Impact
Through its practical publications and training programme the Trust has
contributed to improved teaching practice for children with Down syndrome
worldwide. Its recent evaluation of the Numicon system has led to the use of
this approach in many schools worldwide.
Education
The Trust has published 5 books on teaching number skills and maths. One
is a review of the research into this area and the achievements of
individuals with Down syndrome. Three are practical books for parents and
teachers working with preschoolers, primary and secondary age children with
Down syndrome. The most recent publication is a book on how to use the
Numicon system with children with Down syndrome.
The Trust delivers many workshops and training days on teaching number
and maths each year, in the UK and across the world.
References
- Nye, J. (2003) Numerical Development in children
with Down syndrome: the role of parent child interaction: PhD Thesis. University
of Portsmouth.
- Nye, J., Fluck, M., &
Buckley, S. (2001) Counting and cardinal understanding in children with Down syndrome
and typically developing children. Down Syndrome Research and Practice, 7(2),
68-78.
- Nye, J., Buckley, S. & Bird, G. (2005)
Evaluating the Numicon system as a tool for teaching number skills to children with
Down syndrome, Down Syndrome News and Update, 5(1), pp 2-13
A full list of publications
related to work in this area is also available.