Research behind the Best Evidence Synthesis

Item number
BES011

BES selection
Mathematics BES

Format
Journal article

Title
Classroom learning experiences of mathematics by new entrant children with Down syndrome

Author
Rietveld, Christine M

Publisher
Taylor & Francis Group

Publication Place
London

Publishing Year
2005

Source
Journal of intellectual & developmental disability, v.30 n.3 p.127-138

ISSN
13668250

Subject
Special education

Descriptors
Special education ; New entrants ; Teaching methods ; Junior school ; Primary education ; Social development ; Mathematics education ; Mathematics teaching ; Mathematics skills

Age Focus
Children (5 to 12 years)

Education level
Primary education

Language
English

Country
New Zealand

How to obtain
Ask at your public or university library. If they don’t have it they can borrow it from another library for a small charge.

Abstract
While inclusion is commonly conceptualised as a location, or as organisational practices, or as pertaining to social development, in terms of a key purpose of schools (advancement of learning), such foci are insufficient. Method: Employing a case study methodology, this research focuses on the quality of the learning process during mathematics for 3 boys with Down syndrome in new entrant classrooms. Results: Barriers to learning were evident in all contexts, as neither teachers nor peers provided the boys with the necessary conceptual feedback to advance their mathematical understandings. In addition, parents, teachers and professionals had different goals for the children, which affected the teaching-learning emphasis. Conclusions: The data suggest a need for teachers to adopt a role as mediators of learning rather than deliverers of curricula, and raise issues concerning the meaning of inclusion. (Author)

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The Iterative Best Evidence Synthesis programme (BES) : New Zealand Ministry of Education
http://www.educationcounts.govt.nz/themes/BES