Teenagers with Down syndrome study algebra in High School.
This paper deals with the adaptation of an algebra curriculum for two students with Down syndrome who were included in High School. Since the kindergarten, this boy and girl have been fully included in general education classes. This paper examines the rationale for this choice on an algebra program. The adaptation of this program was easy because all that was required was to shorten it and do some additional steps in teaching (a little bit more than in a remedial course). Also, visual prompts were provided to the students. The boy needed a calculator all the time. Both of the students learned to calculate algebraic expressions with parenthesis, with positive and negative numbers and even with powers. The boy was able to do algebraic sum of monomials. The girl performed expressions with fractions. They took written and oral tests at the same time as their classmates, but with different exercises or questions. The girl was able to do some mental arithmetic. Often she was more consistent and careful than her typical classmates. The boy had problems with the integration and he did not attend the school full time. The inclusion, even when it was not perfect, provided the motivation to teach and to learn. In both cases, the crucial point was the daily collaboration of the mathematics teacher with the special educator. Both of the students enjoyed the mathematics program, as many typical students do. Mathematics gave them the fulfilling emotion of succeeding!
Martinez
E M
EM
Dipartimento di Matematica Pura ed Applicata, Universita degli Studi di Padova, Italy. martinez@math.unipd.it
D000293:Adolescent; D004314:Down Syndrome / Q000523:psychology*; D004519:Education, Special; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008433:Mathematics; D012574:Schools; D013663:Teaching