Visual supports to teach algebraic equations to a middle school student with autism spectrum disorder

Barnett, Juliet Hart; Cleary, Shannon

doi:10.1080/1045988x.2019.1608897

Cited by 6 publications

(4 citation statements)

References 19 publications

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“…Pupils with this disorder are being enrolled more and more frequently in mainstream schools with typically developing classmates and are expected to master basic curricular content, mathematics included (Barnett & Cleary, 2019). To address the issues arising in that regard, a few studies on mathematics learning in the ASD community have been undertaken in recent years.…”

Section: Autism Spectrum Disordermentioning

confidence: 99%

“…Some researchers have explored how algebra is learnt by pupils with special needs. They have focused on secondary education, trying to support the learning process through materials or methods for specific algebraic contents when working with ASD students (e.g., Barnett & Cleary, 2019;Root & Browder, 2019), or on primary students with learning difficulties when working with algebraic relationships in operations (Xin et al, 2011).…”

Section: Asd Students' Learning Of Algebramentioning

confidence: 99%

“…Inasmuch as a growing number of ASD students are enrolling in secondary education (Barnett & Cleary, 2019), and given the ever greater importance attached by the mathematics education research community to introducing algebraic thinking beginning in pre-school, such students must be afforded a sound basis for learning algebra later.…”

Section: Asd Students' Learning Of Algebramentioning

confidence: 99%

“…Given that one outcome of the traits characteristic of ASD is that students with the disorder may find it difficult to assimilate the school curriculum, education professionals must understand this community's strengths and weaknesses in all academic areas. Particular interest has been expressed in gaining greater insight into mathematics learning among ASD students (Barnett & Cleary, 2019;Root & Browder, 2019). Nonetheless, algebraic thinking in students with this disorder has seldom been addressed in any depth.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Generalisation in students with autism spectrum disorder: an exploratory study of strategies

Goñi-Cervera

Cañadas

Polo-Blanco

2022

ZDM Mathematics Education

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Generalisation is a skill that enables learners to acquire knowledge in general, and mathematical knowledge in particular. It is a core aspect of algebraic thinking and, in particular, of functional thinking, as a type of algebraic thinking. Introducing primary school children to functional thinking fosters their ability to generalise, explain and reason with mathematical relationships. It also helps them overcome difficulties in understanding functions when they are exposed to the idea more formally in secondary education. Although more and more special education students are enrolled in mainstream schools, little is known about algebraic thinking in that community, especially in the case of students with autism spectrum disorder (ASD). Students with ASD often exhibit deficits that interfere directly with mathematical learning. The study discussed here, which was conducted in the context of algebraic reasoning, was aimed primarily at identifying and describing the strategies and representations observed in 26 ASD primary education students when performing a task that involved a linear function, and describing the generalisations they performed. The 26 participants were enrolled in 19 mainstream Spanish schools. The tools used, a questionnaire and semi-structured interview, were designed to explore their ability to generalise in a problem involving the function f(x) = 2x + 2. The strategies identified included: (a) bald answering; (b) modelling with manipulatives; (c) drawing; (d) counting and (e) operating. The strategy most frequently observed was operating, represented verbally or symbolically, followed by drawing. Only three students generalised but did not reach the highest level of functional thinking, namely, ‘functions as objects’. The results are compared with findings for mainstream students of similar ages. Conjectures around the possible relationships between some findings and the type of thinking characteristic of autism spectrum disorder are put forward. The results carry implications for research with and teaching of students with ASD.

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Section: Autism Spectrum Disordermentioning

confidence: 99%

Section: Asd Students' Learning Of Algebramentioning

confidence: 99%

Section: Asd Students' Learning Of Algebramentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Generalisation in students with autism spectrum disorder: an exploratory study of strategies

Goñi-Cervera

Cañadas

Polo-Blanco

2022

ZDM Mathematics Education

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show abstract

Mathematical Proficiency in Adolescents with ASD

Cohen,

Sukenik

2024

J Autism Dev Disord

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This study aimed to investigate the mathematical abilities of adolescents with Autism Spectrum Disorder (ASD) compared to typically developing (TD) peers, focusing on procedural thinking, arithmetic comprehension, and algebraic technique. Sixty-seven adolescents (31 with ASD, 36 TD) participated in the study. A comprehensive mathematics skills test, incorporating oral and written components, was individually administered to assess abilities across three main mathematical domains. The study employed a mixed-methods approach, combining quantitative analyses of group differences with qualitative assessments of response patterns. Significant differences were observed between ASD and TD groups across most mathematical measures, with TD adolescents generally outperforming those with ASD. Large effect sizes were noted in procedural thinking and algebraic procedures. However, no significant differences were found in word problem-solving. Within the ASD group, considerable variability was observed, with some individuals demonstrating age-appropriate mathematical abilities while others showed consistently low performance across all domains. The study highlights the complex nature of mathematical abilities in adolescents with ASD, characterized by significant group differences and within-group variability. These findings highlight the importance of individualized approaches in mathematical education for adolescents with ASD and emphasize the need for early identification and targeted interventions to address specific challenges in mathematical learning.

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Exploring Mathematical Problem-Solving Through Process Mining: Insights from Large-Scale Assessment Log Data

Ogut,

Webb,

Hicks

et al. 2024

Computers in the Schools

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Visual supports to teach algebraic equations to a middle school student with autism spectrum disorder

Cited by 6 publications

References 19 publications

Generalisation in students with autism spectrum disorder: an exploratory study of strategies

Generalisation in students with autism spectrum disorder: an exploratory study of strategies

Mathematical Proficiency in Adolescents with ASD

Exploring Mathematical Problem-Solving Through Process Mining: Insights from Large-Scale Assessment Log Data

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