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In this study, we investigated the mathematics profile in young people with Down syndrome (DS), and the relations between foundational and more complex mathematics skills. The final sample included 33 participants with DS (58% male, 10.2\u201331.9\u2009years) and a typically developing (TD) group matched on non\u2010verbal mental age (\n                    <jats:italic>N<\/jats:italic>\n                    \u2009=\u200933, 58% male, 4.5\u20136.5\u2009years). Participants completed mathematics tasks assessing symbolic number, non\u2010symbolic number, arithmetic, reasoning and geometry. We found that performance was similar on measures of reasoning, non\u2010symbolic number skills and geometry; however, people with DS showed a relative weakness in symbolic number skills and a relative strength in arithmetic. Associations between foundational skills and more complex mathematics also differed somewhat between groups. These differences may reflect the ongoing role of non\u2010symbolic skills for mathematics in people with DS and perhaps the use of more complex strategies in typically developing children.\n                  <\/jats:p>","DOI":"10.1111\/bjdp.70034","type":"journal-article","created":{"date-parts":[[2026,1,24]],"date-time":"2026-01-24T05:15:53Z","timestamp":1769231753000},"page":"573-589","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Examining associations between foundational and complex mathematics skills in people with Down syndrome and typically developing children"],"prefix":"10.1111","volume":"44","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6804-9682","authenticated-orcid":false,"given":"Su","family":"Morris","sequence":"first","affiliation":[{"name":"School of Psychology University of Surrey  Guildford UK"},{"name":"Social Mobility and Widening Participation Department King's College London  London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6409-0875","authenticated-orcid":false,"given":"Emily K.","family":"Farran","sequence":"additional","affiliation":[{"name":"School of Psychology University of Surrey  Guildford UK"},{"name":"Centre for Educational Neuroscience, Birkbeck University of London  London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5406-2149","authenticated-orcid":false,"given":"Katie A.","family":"Gilligan\u2010Lee","sequence":"additional","affiliation":[{"name":"School of Psychology University of Surrey  Guildford UK"},{"name":"Centre for Educational Neuroscience, Birkbeck University of London  London UK"},{"name":"School of Psychology University College Dublin  Dublin Ireland"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,1,23]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ridd.2015.05.008"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0022\u20100965(03)00026\u20102"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/S1364-6613(02)02040-5"},{"issue":"1","key":"e_1_2_11_5_1","article-title":"Early mathematics development and later achievement: Further evidence","volume":"18","author":"Aubrey C.","year":"2006","journal-title":"Mathematics Education Research Joinhal"},{"key":"e_1_2_11_6_1","first-page":"93","volume-title":"Down syndrome across the life span","author":"Bochner S.","year":"2002"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jecp.2012.09.015"},{"key":"e_1_2_11_8_1","first-page":"74","article-title":"Number and arithmetic skills in children with down syndrome","author":"Brigstocke S.","year":"2008","journal-title":"Down's Syndrome, Research and Practice"},{"key":"e_1_2_11_9_1","doi-asserted-by":"publisher","DOI":"10.3104\/updates.2031"},{"key":"e_1_2_11_10_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2018.01733"},{"key":"e_1_2_11_11_1","doi-asserted-by":"publisher","DOI":"10.1080\/87565640902964557"},{"key":"e_1_2_11_12_1","doi-asserted-by":"publisher","DOI":"10.1002\/1098-2779(2000)6:2<84::AID-MRDD2>3.0.CO;2-P"},{"key":"e_1_2_11_13_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jecp.2015.01.006"},{"key":"e_1_2_11_14_1","doi-asserted-by":"publisher","DOI":"10.1002\/icd.2281"},{"key":"e_1_2_11_15_1","doi-asserted-by":"publisher","DOI":"10.1038\/s41598\u2010021\u201085037\u20104"},{"key":"e_1_2_11_16_1","volume-title":"Mathematics programmes of study: Key stages 1 and 2","author":"Department for Education","year":"2013"},{"key":"e_1_2_11_17_1","doi-asserted-by":"publisher","DOI":"10.1037\/[0012\u20101649.43.6.1428].supp"},{"key":"e_1_2_11_18_1","volume-title":"British picture vocabulary scale III","author":"Dunn L. 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