Abstract:

Almost all students find difficulties when they learn basic operations (addition and subtraction). There is an important component of abstraction that increases difficulty. The problem is even more accentuated when these students have Down syndrome. But this situation does not mean having to renounce this learning. It is very important to select the concepts and decide which of them are easier to understand. We must not forget that calculus is not an aim in itself, but a means to solve problems of daily living.

Students having Down syndrome require individualized education programs with measurable goals in order to reach the highest objectives.

In this work we show a study about the basic operations developed with a child with Down syndrome who is in the third level of primary school. We analyze his knowledge about the meaning of these operations and establish the suitable strategies to apply. We also study the relationships between the difficulties showed by the student and his cognitive characteristics.