Hana Sotáková
Mathematical Problem Solving Processes in Students with Autism Spectrum Disorders
Číslo: 1/2021
Periodikum: Gramotnost, pregramotnost a vzdělávání
Klíčová slova: Autism spectrum disorders, upper elementary school students, mathematical problems, word problems, reading comprehension, language abilities, cognitive processing
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Anotace:
This study aims to describe how students with autism spectrum disorder (ASD) approach mathematical problems, how they process them cognitively, and what the specifi cs of the
way they solve them are. We primarily focus on whether it is possible to fi nd differences in the
way these students approach the problems as compared to students with no known disabilities
and whether we can fi nd ASD-related differences in their problem-solving procedures. We draw
on the qualitative empirical investigation that formed the basis of the author’s dissertation.
We worked with six upper-elementary school students (sixth- and ninth-graders) diagnosed
with ASD and 12 neurotypical classmates. The results of the study show that the processing of
mathematical problems in the students with ASD is infl uenced by the severity of the disorder
as well as by the level of language and social skills. However, on the basis of the fi ndings, we
have to conclude that although we can fi nd specifi c features in the behaviour of students with
ASD referring to the core problems of the disorder, their cognitive processing of mathematical
problems is very individual.
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way they solve them are. We primarily focus on whether it is possible to fi nd differences in the
way these students approach the problems as compared to students with no known disabilities
and whether we can fi nd ASD-related differences in their problem-solving procedures. We draw
on the qualitative empirical investigation that formed the basis of the author’s dissertation.
We worked with six upper-elementary school students (sixth- and ninth-graders) diagnosed
with ASD and 12 neurotypical classmates. The results of the study show that the processing of
mathematical problems in the students with ASD is infl uenced by the severity of the disorder
as well as by the level of language and social skills. However, on the basis of the fi ndings, we
have to conclude that although we can fi nd specifi c features in the behaviour of students with
ASD referring to the core problems of the disorder, their cognitive processing of mathematical
problems is very individual.