Assessment of the Knowledge of the Decimal Number System Exhibited by Students with Down Syndrome

• Autores: María Aurelia Noda Herrera , Alicia Bruno Castañeda
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 6, Nº. 1, 2017, págs. 56-85
• Idioma: inglés
• DOI: 10.17583/qre.2017.2061
• Títulos paralelos:
  • Evaluación del Conocimiento del Sistema de Numeración Decimal en Estudiantes con Síndrome de Down
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Este artículo presenta una evaluación del conocimiento del sistema de numeración decimal en estudiantes con Síndrome de Down (DS). Seguimos una metodología basada en un estudio de caso descriptivo en el que participaron seis estudiantes con DS. Se utilizó un marco de cuatro constructos (conteo, agrupación, partición y relaciones numéricas) y cinco niveles de pensamiento para cada uno. Los resultados de este estudio indican la variabilidad de los seis estudiantes en los cinco niveles y en su dominio de los constructos. El constructo de agrupamiento, que es esencial para el adecuado desarrollo de los demás, resultó complejo para los estudiantes. En general, encontramos que estos estudiantes tienen una mejor comprensión procedimental que conceptual. Sin embargo, las habilidades mostradas por dos de los estudiantes de este grupo de estudio son alentadoras con vistas al avance en el conocimiento numérico de estas personas.

  • English

    This paper presents an assessment of the understanding of the decimal numeral system in students with Down Syndrome (DS). We followed a methodology based on a descriptive case study involving six students with DS. We used a framework of four constructs (counting, grouping, partitioning and numerical relationships) and five levels of thinking for each one. The results of this study indicate the variability of the six students in the five levels and in their mastery of the constructs. The grouping construct, which is essential to a proper development of the others, proved complex for the students. In general, we found that these students have a better procedural than conceptual understanding. However, the skills displayed by two of the students in the study group are encouraging with a view to advancing the number knowledge of these individuals.

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