Εξεταση και παρέμβαση στις μαθηματικές γνώσεις ενός μαθητή Δ΄ Δημοτικού με σύνδρομο Down

Abstract

The following project aims to examine and improve the math’s skills of a ten-year-old student with Down syndrome. Firstly, there is a bibliographical reference to the meaning of Down syndrome, to its characteristics and generally the teaching of mathematics to children with Down , the difficulties they face, as well as aid in mathematics skills. After that, the interventions that were realized for the achievement of the goal are discussed. Two meetings were held to diagnose the child's mathematical skills , a series of interventions was planned and put into effect while finally the completion of a final test was achieved. A student with Down syndrome in the fourth grade of the Special Primary School in Florina participated in the survey. The interventions lasted one month. The time that was used for their materialization reached 20'-30' and they were structured in phases for their best and smoothest conduct. After each intervention a record was kept, with comments about the conduct of the intervention and the student's performance. From the analysis of the records, as well as the initial diagnosis and the final test, the level of accomplishment was noticed. It was observed namely, that children with Down syndrome have limited abilities in arithmetic and that is the reason why they need specialized programmes in mathematics. The role of the interventions was supportive. The nature and content of the interventions contributed to the student's improvement in mathematical knowledge, mainly with his taking part in activities relative to mathematics.