000136155 001__ 136155
000136155 005__ 20240719195438.0
000136155 0247_ $$2doi$$a10.1111/jppi.12518
000136155 0248_ $$2sideral$$a139166
000136155 037__ $$aART-2024-139166
000136155 041__ $$aeng
000136155 100__ $$0(orcid)0000-0001-9111-1627$$aGil-Clemente, Elena$$uUniversidad de Zaragoza
000136155 245__ $$aInvolving parents and family environment for enhancing the mathematics education of children with Down syndrome
000136155 260__ $$c2024
000136155 5060_ $$aAccess copy available to the general public$$fUnrestricted
000136155 5203_ $$aA research project involving 16 children with Down syndrome aged 4–14 approaching mathematics at home was developed during the COVID‐19‐lockdown in Spain. In the research project a series of 14 short mathematical challenges were designed and delivered in a WhatsApp group used as a communication and documentation tool with the participating families. Videos recorded by them were subsequently analyzed with the purpose of describing and analyzing: (a) the experience children live in contact with informal situations underlying the concepts of number and shape and (b) the engagement of families. The choice of these informal situations is based upon recent research that shows the need to consider the wide range of occasional experiences with mathematical ideas children have in their family prior to schooling. In order to design productive mathematical activities we drew on our past research for the choosing of crucial mathematical issues (whole numbers, plane geometry, and solids). We discuss the evolution in parents from practical help to deep engagement, and the fact that notwithstanding diversity in family contexts, engagement and an especially joyful approach to mathematics emerged. The use of videos opens up a path to the possibility to online learning for children with Down syndrome.
000136155 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S60-23R
000136155 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000136155 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000136155 700__ $$aMillán Gasca, Ana
000136155 700__ $$aParicio Badías, Rebeca
000136155 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000136155 773__ $$g21, 3 (2024), e12518 [15 pp.]$$pJOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES$$tJOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES$$x1741-1122
000136155 8564_ $$s1079685$$uhttps://zaguan.unizar.es/record/136155/files/texto_completo.pdf$$yVersión publicada
000136155 8564_ $$s2201009$$uhttps://zaguan.unizar.es/record/136155/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000136155 909CO $$ooai:zaguan.unizar.es:136155$$particulos$$pdriver
000136155 951__ $$a2024-07-19-18:28:18
000136155 980__ $$aARTICLE