Title:

Mathematics Education for Students with Down Syndrome

Mathematics education for children with Down syndrome is an emerging field of study. Children with Down syndrome are born with a triplication of chromosome 21, which leads to physical and intellectual differences. These differences make many tasks, especially school, challenging for students. It wasn’t until 1975 that public schools opened their doors to all students with disabilities. Since then, organizations have been advocating for better educational experiences for students with DS. This has led to heightened interest in researching education for individuals with disabilities (NADS, 2018). With an average of one in 600 children diagnosed with Down syndrome globally there are students with DS in almost every school. A lack of extensive research in mathematics education for students with DS has educators questioning best practice for teaching (Irwin, 1991 & Faragher, Stratford & Clarke, 2017). The existing discoveries in the field of mathematics education for students with Down syndrome have been from observational studies, trial and error studies, and research driven studies (Lemons, Powell, King & Davidson, 2015). Although the current research can benefit some aspects of teaching children with Down syndrome there are still limitations. By acknowledging the history of mathematics education for students with DS as well as the current research, its pedagogical implications, and its limitations, educators can look toward future goals for research and best practice.

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