Can Children with Down Syndrome Judge Relative Quantity?

Autor/in	Porter, Jill
Titel	Can Children with Down Syndrome Judge Relative Quantity?
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 6, S.2059-2073 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Porter, Jill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1830952
Schlagwörter	Down Syndrome; Children; Early Adolescents; Mathematical Concepts; Age Differences; Games; Mathematics Skills + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Child; Kind; Kinder; Age; Difference; Age difference; Altersunterschied; Game; Spiel; Spiele; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Children with Down Syndrome (DS) can experience a number of difficulties in mathematics but one relatively unexplored area is that of being able to discriminate between quantities; an important foundational skill for later learning. This study examines whether children with DS can make judgements about relative quantity in the context of a card game with two groups of children group 1 (N = 16) mean age 8y 1 m and group 2 (N = 27) mean age 14y 3 m. The data reveal that they were able to make judgements when the ratio between quantities varied as little as 3:4; for the younger children small set sizes proved to be harder than large sets raising a number of implications for teaching. In both groups there were children who performed at chance level across all set sizes, suggesting that some children experience specific difficulties, but these did not necessarily impede attainments in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01