Mathematics and numeracy

Learners with Down syndrome may develop mathematical ability at a significantly slower rate than other learners. Whilst this tends to be a difficult area for learners with Down syndrome, there is a wide range of achievement. Part of the difficulty relates to the nature of mathematics – it relies on understanding abstract concepts which are difficult for people with an intellectual disability. Skills development in mathematics is also hampered by difficulties with short term memory, language processing, language delay (and confusion relating to the precise meaning of words in a mathematical context), delayed fine motor skills and difficulty with sequencing – and not least, by motivation and confidence.

Whilst learners with Down syndrome are likely to need a significantly modified maths program from that of their age peers, providing a modified program within the regular class is likely to be more beneficial than extended periods of withdrawal. Taking a student away from the regular class tends to decrease the student’s motivation and enthusiasm for the subject, diminish belief in their mathematical abilities and undermine self esteem.

When planning a mathematics program for a learner with Down syndrome, focus on the skills that will support independent functioning and be useful in real life. The program should incorporate concepts and skills related to money, time and measurement and a basic understanding of number including the basic counting principles. Use of a calculator – as a tool, not a support – will also be important. Each new skill will require lots of practice and reinforcement, using varied tasks to facilitate generalisation of the concepts. Because maths is sequential – new skills build on those already learned – the program needs to be carefully structured and graded. New concepts should be broken into small component parts and tasks into small steps to foster success which, in turn, will support the learner’s confidence in their mathematical abilities. Previously learned skills will need to be revisited and consolidated before introducing other new material which builds on them. Wherever appropriate, introduce new concepts in real contexts as this helps the learner to see the purpose.

Very little research has been conducted in the area of Down syndrome and mathematical ability. It is therefore likely that significant improvement may be demonstrated by future learners who will have benefited from inclusion in mainstream maths instruction, increased expectations and as teaching modifications which support the learning strengths commonly associated with Down syndrome are introduced.

Classroom strategies

Use concrete materials (including commercial materials such as Cuisenaire™ and Numicon™) and hands-on activities.   

Maximise use of visuals and support learning with visual materials, cues and supports wherever possible.

Break tasks down into small component steps with lots of practice and reinforcement.

Find extra activities to practice and consolidate skills in a range of contexts. 

Relate mathematics to real life and daily living skills wherever possible, as seeing the purpose will support motivation.

Use simple language – explicitly teach the language of mathematics alongside the concepts. 

Use ICT for skills practice – it increases motivation and allows intensive repetition of skills.

This is an extract from Learners with Down syndrome (2009) Down Syndrome Victoria, available from the DSV office on 1300 658 873 or info@dsav.asn.au

Further information and resources

Please note that whilst this list includes reference to a number of commercially produced resources and software products, these are offered as examples of resources that teachers may find useful. Down Syndrome Victoria does not endorse specific products.

*Publications marked with this symbol are available for DSV members to borrow from the DSV Resource Library.

Mackinnon, Cecile (2005) Numeracy and mathematics information sheet Down’s Syndrome Association Education Consortium (UK)
Covers all the salient point that teachers of maths should be aware of in relation to learners with Down syndrome.

Down’s Syndrome Scotland Developing mathematics skills. A booklet about teaching mathematics in the secondary school
More elaborated version of similar material to the information sheet above, with illustrated examples of strategies.

*Bird, Gillian and Sue Buckley (2001) Number skills development for children with Down syndrome (5-11 years) Down syndrome issues and information series, Down Syndrome Education International
Thorough guidelines to support teaching children with Down syndrome number skills in primary school. Includes lots of practical strategies, actual classroom examples and checklists of skills and mathematical vocabulary. Recommended for teachers and interested parents.

*Bird, Gillian and Sue Buckley (2002) Number skills development for children with Down syndrome (11-16 years) Down syndrome issues and information series, Down Syndrome Education International
Thorough guidelines to support teaching children with Down syndrome number skills in secondary school. Includes lots of practical strategies, actual classroom examples and checklists of skills and mathematical vocabulary. Recommended for teachers and interested parents.

Buckley, Sue (2007) Teaching numeracy Down Syndrome Research and Practice Vol 12 issue 1 pp 11-14
Research update which appraises what we know about teaching numeracy to students who have Down syndrome and identifies areas requiring further study. Looks at some of the key skills that should be taught and briefly discusses three methodologies that can be used to teach number. This article is the introduction to four articles in the same issue (see below),each of which discusses one or more methodology.

Clarke Road Money Program, Clarke Road School
Strategies and materials for teaching money skills to those who have intellectual or learning disabilities.

*Down Syndrome Association of Queensland ‘Mathematics’ in Where else but here? Including students with Down syndrome in secondary schools pp 115-126
Lots of classroom tips and suggestions, includes a checklist of skills to assist with planning. Draws heavily on the excellent work of Sue Buckley and Gillian Bird (UK) and Rhonda Faraguer (Australia).

*Horstmeier, DeAnna (2004) Teaching math to people with Down syndrome and other hands-on learners: Basic survival skills (Book 1)

Horstmeier, DeAnna (2008) Teaching math to people with Down syndrome and other hands-on learners: Advanced survival skills (Book 2)

Horstmeier, DeAnna Teaching maths activities and games CD-ROM (accompanying material for books 1&2)

*Munro, John (2000)  Practical teaching strategies in numeracy for children with learning difficulties: Book 1-5: (1) Prenumber, (2) Numbers to five, (3) Numbers to ten, (4) Numbers to twenty, (5) Numbers to one hundred

Nye, Joanna (2008) Teaching number skills to children with Down syndrome using the Numicon Foundation Kit

Wing, Tony and Romey Tacon (2007) Teaching number skills and concepts with Numicon materials Down Syndrome Research and Practice Vol 12 issue 1 pp 22-26

Numicon http://www.numicon.com or http://www.numicon.co.nz/

More information about the use of Numicon to support learners with Down syndrome is available from Down Syndrome Education International at http://www.downsed.org/activities/numicon/

Horner, Vicki (2007) Teaching number skills and concepts with Stern Structural Arithmetic materials Down Syndrome Research and Practice Vol 12 issue 1 pp 27-31

Stern Structural Arithmetic http://www.sternmath.com

Kumon Method http://www.kumon.com.au

Haslam, Lynne (2007) Sam’s progress with learning mathematics Down Syndrome Research and Practice Vol 12 issue 1 pp 32-33

McConnochie, Jan and Greg Sneath (2007) Katrina’s progress with learning mathematics Down Syndrome Research and Practice Vol 12 issue 1 pp 34-37

TouchMath http://www.touchmath.com/index.cfm