000095034 001__ 95034
000095034 005__ 20200904094319.0
000095034 0247_ $$2doi$$a10.1080/1034912X.2019.1571171
000095034 0248_ $$2sideral$$a110670
000095034 037__ $$aART-2019-110670
000095034 041__ $$aeng
000095034 100__ $$0(orcid)0000-0001-9111-1627$$aGil Clemente, M.E.$$uUniversidad de Zaragoza
000095034 245__ $$aThe Effectiveness of Teaching Geometry to Enhance Mathematical Understanding in Children with Down Syndrome
000095034 260__ $$c2019
000095034 5060_ $$aAccess copy available to the general public$$fUnrestricted
000095034 5203_ $$aIt is widely known that people with Down syndrome have difficulties transitioning from a basic understanding of counting and cardinality to more advanced arithmetic skills. This is commonly addressed by resorting to the mechanical use of algorithms, which hinders the acquisition of mathematical concepts. For this reason some authors have recently proposed a shift in the focus of learning from arithmetic to more fertile fields, in terms of understanding. In this paper we claim geometry fits this profile, especially suited for initiating children with Down syndrome into mathematics. To support this we resort to historical, epistemological, and cognitive reasons: the work of Séguin and his intuition on the central role of geometry in the development of abstract thinking in the so-called idiot children, the ideas of René Thom about the role of continuum intuition in the emergence of conscious thinking, and finally the two strengths people with Down syndrome display: visual learning abilities and interest in abstract symbols. To support these ideas we present the main findings of qualitative research on elementary mathematics teaching to a group of seven children (3–8) with Down syndrome in Spain. The didactic method used, naturally enhance their naïve geometrical conceptions.
000095034 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000095034 590__ $$a0.691$$b2019
000095034 591__ $$aREHABILITATION$$b67 / 71 = 0.944$$c2019$$dQ4$$eT3
000095034 591__ $$aEDUCATION, SPECIAL$$b42 / 42 = 1.0$$c2019$$dQ4$$eT3
000095034 592__ $$a0.34$$b2019
000095034 593__ $$aDevelopmental and Educational Psychology$$c2019$$dQ3
000095034 593__ $$aHealth Professions (miscellaneous)$$c2019$$dQ3
000095034 593__ $$aHealth (social science)$$c2019$$dQ3
000095034 593__ $$aEducation$$c2019$$dQ3
000095034 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000095034 700__ $$0(orcid)0000-0003-1820-6755$$aCogolludo-Agustín, J.I.$$uUniversidad de Zaragoza
000095034 7102_ $$12006$$2440$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Geometría y Topología
000095034 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000095034 773__ $$g66, 2 (2019), 186-205$$pINTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION$$tINTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION$$x1034-912X
000095034 8564_ $$s224681$$uhttps://zaguan.unizar.es/record/95034/files/texto_completo.pdf$$yPostprint
000095034 8564_ $$s84567$$uhttps://zaguan.unizar.es/record/95034/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000095034 909CO $$ooai:zaguan.unizar.es:95034$$particulos$$pdriver
000095034 951__ $$a2020-09-04-08:30:24
000095034 980__ $$aARTICLE