Abstract: This study aimed to find mechanisms, methods, and strategies that should be considered in teaching mathematics with Down syndrome students. It relied on the descriptive approach, as it focused on theoretical literature and previous studies related to the topic. The study concluded that the process of teaching mathematics derives from the strategy based on the transition from perceived to abstract, and the process of teaching mathematics passes through three stages: Sensory Stage, which depends on the tools that the child can pick up and touch. Semi-Sensory Stage, which includes pictures and drawings related to reality and close to the Childs’ environment, ending with the Abstract Stage based on the use of symbols. The study also found that the success of Down syndrome education methods depends on the teacher’s understanding of the lesson plan, the teacher’s ability to segment each goal into simple sub-goals, and reliance primarily on the strengths of Down syndrome students. It also indicated that teachers must consider the characteristics of students with Down syndrome, and choose the methods which fits with their characteristics and abilities, so that they achieve the best possible learning which achieve psychological and social harmony, and provide them with life skills that facilitates’ engaging in working life, independence and self-reliance.