Examining associations between foundational and complex mathematics skills in people with Down syndrome and typically developing children.
Acquiring mathematical competence is essential to independent living. In this study, we investigated the mathematics profile in young people with Down syndrome (DS), and the relations between foundational and more complex mathematics skills. The final sample included 33 participants with DS (58% mal...
| Publicado en: | British Journal of Developmental Psychology Vol. 44; no. 3; pp. 573 - 590 |
|---|---|
| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Sep2026
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=196035466&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 196035466 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0261510X 99E jtl: British Journal of Developmental Psychology issn: 0261510X maglogo: Y pubinfo: dt: Sep2026 vid: 44 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 196035466 191042168 196035466 196035466 10.1111/bjdp.70034 196035466 ppf: 573 ppct: 17 formats: tig: atl: Examining associations between foundational and complex mathematics skills in people with Down syndrome and typically developing children. aug: au: Morris, Su Farran, Emily K. Gilligan‐Lee, Katie A. affil: School of Psychology, University of Surrey, Guildford, UK sug: subj: Down Syndrome Mathematics Child Development Cognition Human United Kingdom Male Female Child Adult Comparative Studies Descriptive Statistics Problem Solving Task Performance and Analysis Decision Making Child: 6-12 years Adult: 19-44 years Male Female ab: Acquiring mathematical competence is essential to independent living. In this study, we investigated the mathematics profile in young people with Down syndrome (DS), and the relations between foundational and more complex mathematics skills. The final sample included 33 participants with DS (58% male, 10.2–31.9 years) and a typically developing (TD) group matched on non‐verbal mental age (N = 33, 58% male, 4.5–6.5 years). Participants completed mathematics tasks assessing symbolic number, non‐symbolic number, arithmetic, reasoning and geometry. We found that performance was similar on measures of reasoning, non‐symbolic number skills and geometry; however, people with DS showed a relative weakness in symbolic number skills and a relative strength in arithmetic. Associations between foundational skills and more complex mathematics also differed somewhat between groups. These differences may reflect the ongoing role of non‐symbolic skills for mathematics in people with DS and perhaps the use of more complex strategies in typically developing children. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|