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

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.