A study on the understanding of decimal number system of a child with Down syndrome

Abstract

This work presents an assessment of the understanding of the decimal numeral system of a young with Down syndrome. For this, it is used a framework of four components (counting, grouping, partitioning and numerical relationships) and five levels of thinking for each one. The levels of thinking are organized hierarchically, depending on the size of the numbers and the reasoning used. The results of this study indicate that the individual is located mainly in the first level of thinking since he reasons in terms of individual units and does not show ability to group. However, he shows knowing how to write, read and add up multiple digit numbers. This indicates that his domain in procedures does not correspond to a proper understanding of the rules of the decimal numeral system, especially of place value.