Η σημασία της χρήσης εικόνας από μαθητές με σύνδρομο DOWN ως εξωτερική αναπαράσταση λεκτικών προβλημάτων πρόσθεσης και αφαίρεσης

Abstract

The development of problem-solving theories puts the focus of interest on using the image as a representation. The generalized failure of the students, even in solving simple numerical problems, leads the researchers reasonably in search of causes. The present research is an attempt to investigate the causes associated with the occurrence of this generalized failure in Down syndrome children attending Special Schools and their chronological age is from 7 to 14 years old (M = 10.07, SD = 2 , 06). Data was collected during the last quarter of 2013 through activities administered to children with Down syndrome. The results showed that children's performance is significantly correlated with the existence of external representations even in simple numerical problems. The findings are discussed in order to highlight their practical applications in the educational process.