Beyond counting: Supporting early algebraic thinking in children with Down syndrome through family-led intervention
Background: Patterning is an important foundation for early algebraic reasoning and later mathematical learning. However, research with children with Down syndrome has focused largely on arithmetic rather than broader foundational mathematical thinking. Families are often recognised as children’s “first teachers” and may be well placed to support mathematical development through everyday play and routines. As such, families may benefit from structured guidance and practical strategies.
Aim: This study investigated the effects of a 17-week parent-led early numeracy intervention on early algebraic thinking and number skills in young children with Down syndrome. It compared outcomes for children receiving a patterning and early algebra intervention (experimental) with those receiving a counting and number-focused intervention (control). Institutional ethical approval, parent consent, and child assent were obtained.
Method/approach: Twelve children with Down syndrome were randomly assigned to the experimental or control group. The control group was offered the patterning intervention after the study. Parents attended eight group sessions and two individual family sessions within the home. The experimental intervention adapted the Patterns and Early Algebra Preschool program for home use, incorporating visual supports, concrete materials, repetition, scaffolding, and everyday routines. Outcomes were assessed pre- and post-intervention using an adapted Early Mathematical Patterning Assessment and a highest-count sequence task.
Results/findings: At pre-test, groups did not differ significantly on patterning or highest-count sequence scores. Post-test patterning scores favoured the experimental group, with a statistically significant difference and large effect, although the findings should be interpreted cautiously given the small sample. Highest-count sequence scores were higher for the experimental group but did not reach statistical significance.
Conclusion: The findings suggest that young children with Down syndrome can develop early algebraic thinking when provided with scaffolded, visually supported learning opportunities embedded in everyday family life.
Implications for children and families: Patterning is foundational for later mathematical learning. Parent-led mathematical activities may create enjoyable, meaningful opportunities for children to engage with patterning, counting, and mathematical language at home.
Implications for practitioners: The outcomes of this study suggest potential benefits of engaging children with Down syndrome in scaffolded, visually supported learning opportunities embedded in everyday activities.
Funding: A pilot for this study was funded by Macquarie University.
Keywords: Down syndrome, early algebraic thinking, early numeracy intervention, mathematical learning, repeating and spatial patterns, children’s rights
This presentation relates to the following United Nations Sustainable Development Goals: