Number concept in students with down syndrome: strategies and resources
International Journal of Development Research
Number concept in students with down syndrome: strategies and resources
Received 28th August, 2021; Received in revised form 20th September, 2021; Accepted 11th October, 2021; Published online 23rd November, 2021
Copyright © 2021, Janiele de Souza Santos Uchelli and Manoel Osmar Seabra Junior. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This article is the result of a master's research, in which the objective was to identify whether and how the elementary school teacher uses pedagogical strategies and resources to work on the construction of the concept of numbers in students with Down syndrome. The research was performed in two public schools, with the participation of two teachers, a tutor, and two students with Down syndrome. The research was designed toidentify, describe, and systematize the teaching strategies and pedagogical resources that encourage students to build the concept of numbers. The research revealed gaps in strategies to show the creation of relations with numbers and their functions, as well as difficulties in the implementation of strategies as a way to enhance mathematical literacy.
