CONVERGENT AXES IN THE LEARNING OF MATH BY STUDENTS WITH DOWN SYNDROME

Abstract

This article presents the results of a qualitative research project that was mediated by learning the software called Intelligent Tutorial System (ITS). This software generates sequences of activities that reinforce the logical-mathematical knowledge of students of the initial grades of elementary school. The research project was conducted with students who have Down syndrome. A comparison was made between two students with Down syndrome, one from the state of Rio Grande do Sul (student A) and one from the state of Bahia (student B). The goal was to identify the convergent axes in the learning of math by students with Down syndrome. The results show that both students have similar difficulties with mathematical logical concepts and need individual assistance outside of the classroom in order to cope better with daily situations that require the use of math. It was also found that the ITS software is an important teaching resource to be used when working with students who have Down syndrome, as it reinforces their learning. The project is a result of the agreement that exists between the GECEM group of ULBRA in Canoas, Brazil, and the group of Educational Technologies of the ULL in Tenerife, Spain. The TEIAS group of the USC in Bahia also participates in that agreement.