Design approach of mathematics learning activities in a digital environment for children with autism spectrum disorders

Santos, Maria Isabel; Breda, Ana; Almeida, Ana Margarida Pisco

doi:10.1007/s11423-017-9525-2

Cited by 11 publications

(8 citation statements)

References 42 publications

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“…According to Santos (2017), children with autism experience challenges that affect the ability in sensory processing, remembering, language function, and attention. It also occurs in the limbic system as the center of emotions so that they have difficulty in controlling emotions, easily having tantrums, and being temperamental and aggressive.…”

Section: Learning Processmentioning

confidence: 99%

“…Similarly, teacher's attitude, behavior, and personality, "the level of knowledge possessed by the teacher and how teacher conveys materials to students also determine student learning outcomes" (Sukardjo, 2020). Teachers in "special" schools certainly face specific barriers in conveying materials to students than those in regular schools (Santos et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Mathematics learning will improve students' analytical skills and support character building (Kim et al, 2019). Many studies have linked students' mathematics and character building, both implicitly and explicitly (Santos et al, 2017;Suhuddinul & Suparman, 2019). In this context, it is expected that students with special needs are able to improve their personalities and social interaction skills (Kroesbergen & Johannes, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Student with special needs and mathematics learning: A case study of an autistic student

Sabaruddin

Mansor

Rusmar³

et al. 2020

J. Res. Adv. Math. Educ

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The provision of mathematics for autistic students has not gained a special concern. In fact, many autistic children have good mathematical skills and some are even excellent. It imposes teachers to formulate and create effective strategies to teach autistic students. The purpose of this study was to determine teacher behavior and how to teach students with autism effectively. This study was designed as a qualitative case study research. It involved mathematics teacher, assistant teacher, student, and parents. Data were obtained through observations and interviews. The autistic student's attitude and behaviors during mathematics learning were investigated. It included examinations on the supporting and inhibiting factors in mathematics learning in a school for students with special educational needs/SLB. The result indicated that mathematics learning for students with autism as performed in inclusive education was different from regular education programs, in which teachers were required to adjust materials with students' psychological condition. It also revealed that the students had had focus issues; hence materials were mostly conveyed outside the lesson plan, particularly to introduce the basic material. The supporting factors included parents' motivation for the student to learn and behave appropriately and well-designed learning packages. Meanwhile, limited learning media and school facilities, as well as the absence of special teachers for students with autism, became the inhibiting factors for mathematics learning.

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Section: Learning Processmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Student with special needs and mathematics learning: A case study of an autistic student

Sabaruddin

Mansor

Rusmar³

et al. 2020

J. Res. Adv. Math. Educ

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“…Presti, Messina, Mongelli, Sireci, and Collotta (2017) created and tested a Learning Management System to implement training based on stimulus equivalence to teach reading skills to autistic and dysleXic individuals. Other academic learning has also been targeted (Guldberg, Parsons, Porayska-Pomsta, & Keay-Bright, 2017;Hampshire & Allred, 2018;Kagohara, van der Meer, Ramdoss, O'Reilly, Lancioni, et al, 2013), including writing skills with First Author Software (Asaro-Saddler, KnoX, Meredith, & Akhmedjanova, 2015) and math reasoning abilities with LEMA (Learning Environment on Mathematics for Autistic Children) (Santos, Breda, & Almeida, 2017).…”

Section: Technology Assisted Curricula Technology For Programme Maintmentioning

confidence: 99%

Technology and behaviour analysis in higher education

Keenan¹,

Presti

Dillenburger³

2019

European Journal of Behavior Analysis

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A key goal of higher education is to provide training that harnesses cutting-edge developments in both the theory and applications of a particular discipline. Currently in Europe, the uptake of the discipline of behaviour analysis is thwarted by a range of factors, the primary one being a hostile environment fuelled by misunderstandings of the science and its applications. In this paper, we offer suggestions for how to use behavioural as well as digital technology creatively to address this problem. We start with an overview of baseline conditions in which misinformation is rife, particularly in the field of autism interventions. We argue that, in advocacy for better services, there is a need for a more systematic use of behavioural technology. We call for the creation of a database of teaching gambits that provide illustrations of how to teach compleX conceptual issues as well as guidance on running practical classes in the eXperimental analysis of behaviour. Furthermore, we eXamine the design of the discriminative stimuli used when eXplaining the natural science of behaviour, including the persistent reliance on the written word alone when discussing something dynamic like behaviour. We propose that behaviour analysts should embrace digital technology to develop these stimuli and we give some eXamples of how to harness this technology to develop an ecosystem that supports the coordination of behavioural services and the enhancement of treatment integrity. We consider how cloud-based archives can be used to keep track of behavioural progress and provide a learning management system that might potentially work with social robots, iPads, and interactive walls. Finally, we summarize how these issues are directly related to making the science of behaviour analysis accessible and fit for purpose for students and service users in the 21 st century.

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“…Our proposal to design LEMA math activities has focused on the following geometric topics: bidimensional geometric shapes, perimeters and areas of planar figures and planar isometries. In these activities, the skills to be worked on are: mathematical communication, mathematization, (distinct) representation of geometric shapes, mathematical reasoning involving geometric and visual thinking, elaboration of strategies for problem solving, use of language and symbolic operations and use of mathematical tools [10].…”

Section: Phases Of Empirical Workmentioning

confidence: 99%

Lema as a Digital Object Manipulation Learning Environment

Breda¹,

Santos²

2017

EDULEARN Proceedings

Self Cite

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The Learning Environment on Mathematics for Autistic Children (LEMA) is a digital mathematical learning environment with modalities of dynamic adaptations of the proposed activities having in consideration the user's profile. Training Sessions with special teachers highlighted the need to add new technologies to LEMA. Following this line of thought it would be of great educational value the incorporation of a tabletop technology in LEMA. Among several major tabletop hardware, we have opted by the use of Kinects with a multi-touch tabletop system which can detect all the movements of the user making the human body as a remote control to assist the human computer interaction allowing the manipulation of simple objects connected with the scope of the embodied learning activities. In this paper, we will explain the several phases to the integration of this new technology in LEMA, giving special emphasis to the pedagogical framework underlying the adaptations of the incorporated math activities.

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Design approach of mathematics learning activities in a digital environment for children with autism spectrum disorders

Cited by 11 publications

References 42 publications

Student with special needs and mathematics learning: A case study of an autistic student

Student with special needs and mathematics learning: A case study of an autistic student

Technology and behaviour analysis in higher education

Lema as a Digital Object Manipulation Learning Environment

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