Computer-assisted teaching and mathematical learning in Down Syndrome children

Explores the extent to which computer-assisted teaching facilitates the learning of basic mathematical concepts and skills in children with Down Syndrome (DS). Two groups of DS children were trained in the teaching of counting and cardinality abilities and concepts on the same material. One, taught by using mathematical multimedia software, the other learned using pencil-paper-based tasks. Both groups were evaluated before and after training sessions. The multimedia group showed a higher performance on a variety of tasks and measures, suggesting a clear relation between teaching method and mathematical learning in DS children. Findings are discussed theoretically and applied relevance.