The expectation that learners with Down syndrome will have difﬁculties with mathematics is almost universal and research would support the contention, at least for number skills (Bird & Buckley, 2001). What is less clear is the performance of learners with Down syndrome on other aspects of mathematics. A few documented or anecdotal cases suggest higher mathematics may not be out of the reach of learners with Down syndrome with good teaching and the right support. Some literature (Monari Martinez, 1998; Monari Martinez & Pellegrini, 2010) has reported students with Down syndrome successfully learning algebra. In a fascinating paper, Monari Martinez and Benedetti (2011) report students learning coordinate geometry, including the distance formula, and ﬁnancial mathematics, including solving exponential and logarithmic equations. Further, a student in Melbourne, Australia, passed the state-wide external examination in General Mathematics at the completion of secondary school (I. Cook, Education Ofﬁcer, Down Syndrome Association of Victoria, personal communication, 30 March 2011) and a student in New Zealand passed a similar examination (parent, personal email communication, 19 March 2010).