玩转数字：阿联酋特殊教育教师对唐氏综合症儿童基于游戏的数学教学的看法

Mathematics is a persistent area of difficulty for children with Down syndrome, and game-based learning is widely promoted to support it; yet the evidence is strong only for typically developing learners and remains sparse and mixed for Down syndrome. Because teachers are the gatekeepers of classroom adoption, their perceptions are a necessary precondition for any uptake of game-based methods—but those perceptions have not, to our knowledge, been examined for this population, nor in the Arabic-speaking Gulf. Drawing on self-determination theory to treat motivation (a psychological driver roote