Computer‐assisted teaching and mathematical learning in Down Syndrome children

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Abstract
The present study aims to explore the extent to which computer‐assisted teaching facilitates the learning of basic mathematical concepts and skills in children with Down Syndrome (DS). Thus, the effectiveness of a multimedia teaching method is compared with a traditional one in the teaching of counting and cardinality abilities and concepts. In our study, two groups of DS children were trained. One of them was taught by using mathematical multimedia software whereas the other learned by means of pencil–paper‐based tasks on the same material as the multimedia group. The children of both groups were evaluated before and after training sessions. The multimedia group showed a higher performance than the paper and pencil assisted teaching group on a variety of tasks and measures, suggesting a clear relation between teaching method and mathematical learning in DS children. These findings are discussed in terms of their theoretical as well as applied relevance.

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