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 charity 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.

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 charity 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 charity'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 charity 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 charity 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 charity 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 charity 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 charity delivers many workshops and training days on teaching number and maths each year, in the UK and across the world.

References

1. Nye, J. (2003) Numerical Development in children with Down syndrome: the role of parent child interaction: PhD Thesis. University of Portsmouth.
2. 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.
3. 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.