Mathematics anxiety and inclusive learning experiences in children with Down syndrome: A review of current evidence
Background: Children with Down syndrome often experience difficulties in mathematics learning that may affect confidence, participation, and classroom experiences. While previous research has mainly focused on cognitive and instructional aspects of mathematics education, less attention has been given to emotional experiences, such as mathematics anxiety and feelings of inclusion.
Aim: This review examines current evidence on mathematics anxiety and inclusive learning experiences in children with Down syndrome. It also explores how participation, emotional well-being, and inclusive educational practices may influence mathematics learning experiences.
Method/approach: This study uses a narrative review to examine recent research on mathematics anxiety and inclusive learning experiences in children with Down syndrome. Relevant peer-reviewed studies were identified through database searches including Scopus, ERIC, and PsycINFO. The review focuses on emotional experiences, classroom participation, and inclusive mathematics education. As this study is a review of existing literature, ethical approval was not required.
Results/findings: The reviewed studies suggest that children with Down syndrome may experience difficulties in mathematics learning that can affect confidence, engagement, and classroom participation. The findings also indicate that supportive and inclusive teaching practices, including adapted learning activities and classroom support, may positively influence participation in mathematics learning. The review further highlights a limited number of studies focusing on children’s emotional experiences and perspectives in mathematics classrooms.
Conclusion: The review highlights the importance of understanding mathematics learning as both an academic, and for children with Down syndrome. Greater attention to inclusion, participation, and emotional well-being may help support more positive mathematics learning experiences.
Implications for children and families: You and your children deserve mathematics learning environments where children feel supported, included, confident, and able to participate comfortably in classroom activities.
Implications for practitioners: You can support children with Down syndrome by creating inclusive mathematics learning environments that encourage participation, confidence, and positive emotional experiences in the classroom.
Keywords: Down syndrome, mathematics anxiety, inclusive education, mathematics learning difficulties
This presentation relates to the following United Nations Sustainable Development Goals: