Number concept in students with down syndrome: strategies and resources
This article is the result of a master's research, in which the objective was to identify whether and how the elementary school teacher uses pedagogical strategies and resources to work on the construction of the concept of numbers in students with Down syndrome. The research was performed in two public schools, with the participation of two teachers, a tutor, and two students with Down syndrome. The research was designed toidentify, describe, and systematize the teaching strategies and pedagogical resources that encourage students to build the concept of numbers.