Teaching strategies: ICT to favor the construction of mathematical concepts in Children with Down Syndrome

Abstract

This paper explains the result of a research on the development of mathematical thinking, as an abstract construction in children with Down Syndrome. Information and Communication Technologies (ICT) were used as supportive tools in didactic strategies. These individuals’ learning disadvantages were considered, such as difficulties with working memory and long-term memory since both prevent them from using already learned strategies or basic numerical knowledge so as to benefit meaningful learning. It represented a challenge since learning by understanding implies the development of personal skills that must be accompanied by special skills that organize knowledge and favor its internalization.