Kapsayıcı Matematik Eğitimi ve Down Sendromu: Bilişsel Temeller ve Kanıta Dayalı Öğretim Önerileri

Abstract

Bu çalışma, Down sendromlu (DS) çocukların matematiksel becerilerindeki güçlü ve sınırlı yönleri kapsayıcı eğitim perspektifiyle ele almayı amaçlamaktadır. Kapsayıcı matematik eğitimi alanındaki araştırmalar çerçevesinde, bu çocukların matematiksel gelişimini daha iyi anlamaya yönelik kuramsal ve uygulamaya dönük çıkarımlara ulaşılmıştır. Bulgular, DS’li çocukların dilsel işlemleme, sözel bellek ve yürütücü işlevlerde yaşadıkları güçlüklerin matematik öğrenimlerini doğrudan etkilediğini göstermektedir. Bununla birlikte, görsel-uzamsal dikkat gibi alanlardaki göreli güçlü yönlerin, uygun öğretim stratejileriyle desteklendiğinde öğrenme sürecine olumlu katkı sağlayabileceği anlaşılmıştır. Çalışmada, DS’li çocukların matematiksel gelişimi; sayma, kardinalite, sayısal tahmin ve sembolik olmayan işlemleme gibi çok boyutlu alanlar üzerinden incelenmiştir. Ayrıca, dijital ve oyun temelli öğretim yaklaşımlarına dayalı kanıta dayalı öneriler sunulmuştur. Sonuç olarak, bireyselleştirilmiş, çok duyulu, görsel destekli ve yapılandırılmış öğretim yöntemlerinin, Down sendromlu çocukların hem akademik başarılarını hem de işlevsel yaşam becerilerini geliştirmede kritik bir rol oynadığı vurgulanmıştır.

Keywords

• Down sendromu
• matematik eğitimi
• sayısal beceriler
• zihinsel yetersizlik
• kapsayıcı eğitim

Inclusive Mathematics Education and Down Syndrome: Cognitive Foundations and Evidence-Based Teaching Recommendations

Abstract

This study aims to explore the strengths and limitations in the mathematical skills of children with Down syndrome (DS) from an inclusive education perspective. Within the scope of research on inclusive mathematics education, both theoretical and practice-oriented insights have been derived to better understand their mathematical development. The findings indicate that difficulties in language processing, verbal memory, and executive functions directly impact the mathematics learning of children with DS. However, relative strengths in areas such as visual-spatial attention have the potential to positively contribute to learning when supported by appropriate instructional strategies. The mathematical development of children with DS was examined multidimensionally across domains such as counting, cardinality, numerical estimation, and non-symbolic processing. Furthermore, evidence-based recommendations were proposed, emphasizing the use of digital and game-based instructional approaches. Overall, it is highlighted that individualized, multisensory, visually supported, and structured teaching methods play a critical role in enhancing both the academic success and functional life skills of children with DS.

Keywords

• Down syndrome
• mathematics education
• numerical skills
• intellectual disability
• inclusive education

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