The acquisition of mathematical skills by children with mental retardation

Abstract

Our study was aimed at investigating how children with mild to moderate mental retardation acquire arithmetic skills, particularly concepts of Time and Money. Observations and interviews of thirty-five males with mental retardation, their respective teachers and parents, showed that those children who receive extensive concrete practice by their teachers and parents demonstrated higher abilities, in the previously mentioned arithmetic skills. Various difficulties that hinder the learning situation of these children were also identified. The mathematical abilities of mainstreamed children were'not as well developed as those in special schools. Parental involvement was found to be an important factor for all those involved in the mathematical education of these children. The results yielded from this study, should provide a basis for a better provision of mathematics teaching to children with mental retardation.