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Título: An analysis of the strategies used by intellectually disabled children when learning to add small numbers
Autores: Poth, Katalin N.
Fecha: 1994
Publicador: McGill University - MCGILL
Fuente:
Tipo: Electronic Thesis or Dissertation
Tema: Children with mental disabilities
Problem solving in children
Descripción: There has been a growing trend towards integrating persons with disabilities into community life. Mathematics is important to the success of such an initiative, but very little attention has been given to this area. This paper presents the results of a four-year study examining the strategies used by intellectually disabled children when adding numbers.
At the beginning of the study, all subjects could count to 10 and recognize numbers to 10, but most could not add. Subjects were evaluated each year on their ability to solve addition problems with sums no greater than nine. Subjects were divided into three groups based on first year results. Those in group 1 demonstrated no knowledge of addition, group 2 used the erroneous strategy of adding one to an addend, and group 3 included children with Down Syndrome who used a variety of strategies.
Over the next three years, subjects, in general, progressed in a manner similar to nondisabled children with regard to strategies, the order in which they were developed, error patterns, and the order in which number pairs were memorized.
Idioma: en