| Summary: | This article is a product of a completed and founded research by the Universidad del Quindío and aims to identify historical, epistemological, didactical, and cognitive elements that are involved in learning the concepts of perimeter and area. The study was conducted in the year 2014 with students from the “Fundación Quindiana de Atención Integral” of comprehensive care in Armenia city, Colombia, who have cognitive difficulties or Down syndrome. Theoretical framework of didactic situations by Brousseau was used, and as a methodology the didactic engineering was implemented. This was accomplished by means of the design and application of didactic sequences as support for the inclusion of disabled people to the educational system from an interactive mediation of learning and teaching of mathematics. The results demonstrate that people with Down syndrome also manage to learn mathematical concepts and notions at a different rhythm.
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