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首页> 外文期刊>European Journal of Special Needs Education >Learning mathematics in mainstream secondary schools: experiences of students with Down’s syndrome
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Learning mathematics in mainstream secondary schools: experiences of students with Down’s syndrome

机译：在主流中学学习数学：唐氏综合症学生的经历

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The key questions are: is it true that persons with Down’s syndrome can study mathematics only at a very elementary level? Might it be possible that their difficulties are mainly restricted to some fields, such as numeracy and mental computation, but do not encompass the entire domain of mathematics? Is the use of a calculator recommended? Is non-elementary mathematics accessible at most for the brightest students with Down’s syndrome? Our experience with about 30 students with Down’s syndrome, attending Italian mainstream secondary schools, is that these students can solve mathematical problems, using simple algebraic equations, though they may have very poor numeracy skills and need to use the calculator even with the simplest computations. Moreover, a familiarity with more advanced topics, as algebraic computation and analytic geometry, can help to raise their self-esteem and improve their numeracy too. Surprisingly, these students can learn and apply mathematical procedures in a variety of other different contexts. For instance, Francesca, an Italian student attending a secondary mainstream school, with a mild impairment in numeracy and relatively good linguistic skills, started with algebra and then learned to solve problems in the areas of nutritional science and of business administration. In the same way, Martina, a student in a mainstream secondary school with severe linguistic and numerical impairments, learned to work with Cartesian coordinates and formulas in analytic geometry. She began connecting points on a Cartesian plane, given their coordinates, and colouring in the shapes, such as flowers and animals, that they define. Applying the two points distance formula and verifying the result, she learned to measure the distance of two points with a ruler and to understand the concept of ‘millimetres’. The role of the inclusion in mainstream Italian schools of every disabled student, regardless the severity of the disability, has been crucial for these results.View full textDownload full textKeywordsDown’s syndrome, mathematics, algebra, mathematical education, special education, inclusionRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/08856257.2011.597179
机译：关键问题是：唐氏综合症患者只能在非常基础的水平上学习数学吗？他们的困难是否有可能主要局限于某些领域，例如计算和心理计算，但并不涵盖数学的整个领域？是否建议使用计算器？对于唐氏综合症最聪明的学生，最多只能使用非基础数学吗？我们与大约30名患有唐氏综合症的学生就读于意大利主流中学，他们的经验是，这些学生可以使用简单的代数方程式解决数学问题，尽管他们的算术技能可能很差，甚至需要使用计算器。最简单的计算。此外，熟悉更高级的主题，如代数计算和解析几何，也可以帮助提高他们的自尊心并提高他们的计算能力。令人惊讶的是，这些学生可以在各种其他不同的环境中学习和应用数学程序。例如，弗朗西斯卡（Francesca）是一名就读于一所中等主流学校的意大利学生，对算术有轻微的损害，并且语言能力相对较好，他从代数开始，然后学会了解决营养科学和企业管理领域的问题。同样，马丁纳（Martina）是主流中学的一名学生，患有严重的语言和数字障碍，学会了在解析几何中使用笛卡尔坐标和公式。她开始在笛卡尔平面上连接点，并为其指定坐标，并为其定义的形状（例如花朵和动物）着色。她应用了两点距离公式并验证了结果，她学会了用直尺测量两个点的距离并了解“毫米”的概念。不论残疾的严重程度如何，在主流意大利学校中纳入的作用对于这些结果都是至关重要的。查看全文下载全文关键词唐氏综合症，数学，代数，数学教育，特殊教育，包容性相关变量addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/08856257.2011.597179

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