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Difficulty in Learning to Count or Effect of Short-term Memory Deficiency in Mathematical Abilities

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• Volume 2 Issue 2, March 2015

Year:

2015

Type of Publication:

Article

Keywords:

Down syndrome, Utrecht Early Numeracy Test, Counting Skills, Short-term Memory

Authors:

• Charitaki, Garyfalia
• Baralis, George
• Polychronopoulou, Stavroula
• Lappas, Dionyssios
• Soulis, Spyridon-Georgios

Journal:

IJIRES

Volume:

2

Number:

2

Pages:

60-62

Month:

March

ISSN:

2349-5219

BibTex:

@article{212, author = "Garyfalia Charitaki and George Baralis and Stavroula Polychronopoulou and Dionyssios Lappas and Spyridon-Georgios Soulis", abstract = "Many researchers have highlighted the fact that students with Down’s syndrome face great difficulty in counting. Rynders et al11 report that not only the misinformation but also the lack of information about the educational potential of children with Down’s syndrome have led school teachers, psychologists and other school personnel to have low educational expectations of these children. One of the main objectives, set in the context of this study, is to investigate the effect of deficiency of short-term memory in acquisition of enumeration skills and discuss the results in terms of their implications for educational placement and curriculum", issn = "2349-5219", journal = "IJIRES", keywords = "Down syndrome, Utrecht Early Numeracy Test, Counting Skills, Short-term Memory", month = "March", note = "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/", number = "2", pages = "60-62", title = "{D}ifficulty in {L}earning to {C}ount or {E}ffect of {S}hort-term {M}emory {D}eficiency in {M}athematical {A}bilities", volume = "2", year = "2015", }

Note:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/

Abstract:

Many researchers have highlighted the fact that students with Down’s syndrome face great difficulty in counting. Rynders et al11 report that not only the misinformation but also the lack of information about the educational potential of children with Down’s syndrome have led school teachers, psychologists and other school personnel to have low educational expectations of these children. One of the main objectives, set in the context of this study, is to investigate the effect of deficiency of short-term memory in acquisition of enumeration skills and discuss the results in terms of their implications for educational placement and curriculum

Full text: IJIRES-212_Final.pdf Online version [Bibtex]