Ranzato, Erica; (2024) Comparing the development of mathematical abilities in individuals with different neurodevelopmental conditions. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

This thesis adopts a neuroconstructivist approach and uses the multi-level framework of mathematical cognition by Gilmore (2023) to investigate and compare the mathematical profiles of three neurodivergent populations: Down syndrome (DS), Williams syndrome (WS), and autism. The two overarching aims of this thesis are to investigate syndrome specificity in mathematical profiles of neurodivergent populations and to explore their mathematical learning experiences. The thesis presents four studies including three experimental studies which employed both quantitative and qualitative methodologies and a systematic review. The first study explores and compares enumeration skills in children and adults with DS and WS, while the second study examines functional and structural indicators of the home learning environment of these populations. The third study presents a systematic review of mathematical abilities in autism. The final study explores the teaching strategies employed by educators to support mathematical abilities of primary school students with DS in the inclusive classroom. The last chapter presents a general discussion which highlights the key findings and implications of the research presented in this thesis and future directions. The findings from this thesis highlight similarities in the mathematical profiles of individuals with DS and WS, particularly in relation to the performance level in enumeration and in relation to their home mathematical environment. Moreover, they show that the mathematical learning experiences of individuals with DS and with WS are rich and individualised. Results from this work emphasise a gap in the literature investigating mathematical development of autistic individuals with intellectual disabilities. Finally, this thesis addresses some misconceptions concerning mathematical abilities in neurodivergent populations. In particular it confirms the multi-component and developing nature of mathematical profiles in these populations and challenges the prejudice which associates autism with exceptional mathematical abilities.

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