What Ability Can Predict Mathematics Performance in Typically Developing Preschoolers and Those with Autism Spectrum Disorder?

Wang, Lijuan; Liang, Xiao; Jiang, Bo; Wu, Qiutong; Jiang, Luyao

doi:10.1007/s10803-022-05454-w

Cited by 4 publications

(9 citation statements)

References 120 publications

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“…This precision was measured with approximate number comparisons in our study, and the results showed that children with ASC had lower average accuracy than children without ASC. This finding is consistent with some previous studies (Aagten-Murphy et al, 2015; Hiniker et al, 2016; L. Wang et al, 2022) but inconsistent with others (Bangel et al, 2014; Gagnon et al, 2004; Titeca et al, 2014, 2015, 2017).…”

Section: Discussionsupporting

confidence: 81%

“…For this reason, it is necessary to examine the variability of magnitude representation in this population. As mentioned before, previous studies have shown inconsistent findings when comparing magnitude representation precision between groups with and without ASC (Aagten-Murphy et al, 2015; Bangel et al, 2014; Hiniker et al, 2016; Titeca et al, 2014, 2015, 2017; L. Wang et al, 2022), which implied the large variability of magnitude representation in individuals with ASC.…”

Section: Introductionmentioning

confidence: 88%

“…Redundant information is available to make numerical comparisons in the congruent condition, whereas one needs to focus on numerosity and inhibit responses to non-numerical properties in incongruent conditions. The examination of the overall comparison performance alone, as done in most previous studies (Hiniker et al, 2016; Titeca et al, 2014, 2015, 2017; L. Wang et al, 2022), cannot determine whether the performance of individuals with ASC is driven by their weakness in the incongruent condition, the congruent condition, or both.…”

Section: Introductionmentioning

confidence: 95%

“…Some studies have compared the magnitude representation between groups with and without ASC, but they have shown inconsistent findings. Studies utilizing the approximate number comparison task have found that preschoolaged (L. Wang et al, 2022) and school-aged children with ASC (Aagten-Murphy et al, 2015;Hiniker et al, 2016) exhibited lower accuracy in numerical comparison (i.e. a more imprecise magnitude representation) than their peers without ASC.…”

Section: Mental Magnitude Representation In Individuals With Ascmentioning

confidence: 99%

“…It is important to examine whether individuals with ASC differ in this representation from their peers without ASC at an early age before they receive formal mathematics education in school. If children with ASC indeed have a lower precision of magnitude representation as some suggested (Aagten-Murphy et al, 2015; Hiniker et al, 2016; L. Wang et al, 2022), we can counteract this disadvantage at an early age, providing targeted and appropriate interventions to improve their magnitude representation as early as possible.…”

Section: Introductionmentioning

confidence: 98%

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Magnitude representation of preschool children with autism spectrum condition

Zhao

et al. 2023

Autism

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The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation is a fundamental numerical ability that emerges early in development and is linked to children’s learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in the precision of magnitude representations. This study recruited preschool-aged children with autism spectrum condition ( N = 70; 64 boys, Mage = 5.20 years) and without autism spectrum condition ( N = 117; 63 boys, Mage = 5.11 years), and tested their precision of magnitude representation with an approximate number comparison task (dot comparison). Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition, regardless of the congruency between numerosity and surface area of dots. Moreover, the lower numerical comparison accuracy was observed even controlling for multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities. In addition, the variability of the comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. Lay abstract The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation (e.g. presenting the number of a collection of objects) is a fundamental numerical ability presented since early infancy and is correlated with children’s later learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in precision of magnitude representations. This study compared preschool children with and without autism spectrum condition in their precision of magnitude representation with an approximate number comparison task, in which children compared two sets of dots without counting and chose the set with more dots. Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition. This difference existed even when multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities were statistically controlled. Moreover, the individual difference of the numerical comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. In addition, the large variance in the precision of their magnitude representation suggests that individualized mathematics interventions are needed for children with autism spectrum condition.

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Section: Discussionsupporting

confidence: 81%

Section: Introductionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 95%

Section: Mental Magnitude Representation In Individuals With Ascmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

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Magnitude representation of preschool children with autism spectrum condition

Zhao

et al. 2023

Autism

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Cognitive correlates of math abilities in autism spectrum disorder

Tonizzi,

Usai

2024

PLoS ONE

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The purpose of the current study was to investigate the contribution of different cognitive processes to specific math abilities in students with autism spectrum disorder (ASD) and typically developing (TD) students. The study involved a group of students with ASD without intellectual disabilities (n = 26) and a group with TD students (n = 52). The two groups aged from six to 20 years old and were matched for age, sex ratio and visuospatial reasoning. To assess math abilities, four math tasks were administered: arithmetic facts, mental calculation, mathematical inferences and math problem solving. Concerning cognitive processes, participants were tested on vocabulary, verbal working memory, visuospatial working memory, response inhibition and interference control. The group with ASD showed lower scores on all specific math measures than the TD group; cognitive processes differently contributed to diverse math abilities, and vocabulary and verbal working memory were stronger associated to specific math abilities in the group with ASD than in the TD group. The current results suggest that students with ASD had lower math abilities that are generalized to different math tasks. Implications for research and clinical assessment and intervention were discussed.

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Okul Öncesi Dönemdeki Otizm Spektrum Bozukluğu Olan Çocukların Erken Çocukluk Dönemi Sayı Becerilerinin Sayı Hissi Bağlamında İncelenmesi

Uras,

Soylu,

Karakuş

2024

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmanın amacı, otizm spektrum bozukluğu (OSB) tanısı olan okul öncesi dönemdeki çocukların erken çocukluk dönemindeki sayı becerilerini sayı hissi bağlamında incelemektir. Erken çocukluk döneminde gelişmeye başlayan sayısal beceriler, gelecekteki matematiksel beceriler için temel niteliğindedir. Bu nedenle OSB'li çocuklarda sayı becerilerinin gelişimi etkili müdahalelerin uygulanması açısından önemlidir. Bu araştırmada deneysel olmayan betimsel desen kullanılmıştır. Katılımcılar Doğu Anadolu Bölgesi’ndeki bir ilin özel eğitim uygulama anaokulunda eğitimine devam eden okul öncesi dönemdeki OSB’li çocuklardan oluşmaktadır. Okul öncesi dönemdeki OSB’li çocukların sahip oldukları sayı becerilerinin tespiti için TEMA-3 (Test of Early Mathematics Ability-Third Edition) kullanılmıştır. Çocukların testteki sorulara verdikleri yanıtlara göre TEMA-3 ‘ün değerlendirme esaslarında kullanılan ham puan, yaş denkliği, düzey denkliği, yüzde, matematik yetenek puanı hesaplanmıştır. Bu değerlendirme sürecinde nicel betimsel analiz kullanılmıştır. Bulgular, katılımcıların sayısal becerilere farklı düzeylerde sahip olduğunu ve her birinin güçlü ve zayıf yönlerinin olduğunu ortaya koymaktadır. Özellikle ağır düzeyde OSB tanısına sahip olan katılımcının performansının çok düşük olduğu görülmüştür. Okul öncesi dönemdeki OSB’li çocukların sayısal becerilerini geliştirmek için erken müdahale programları, somut materyaller ve bireyselleştirilmiş öğretim faydalı olabilir. Ayrıca ailelerin katılımı ve iş birliği de önemlidir. Bu çalışmanın bulguları, toplumsal farkındalığı artırarak eğitimde kapsayıcı yaklaşımları desteklemeye yönelik önemli bir katkı sağlamaktadır. Önerilen stratejiler, OSB'li çocukların matematik potansiyellerini ortaya çıkarmayı ve başarılarını artırmayı hedeflemektedir.

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What Ability Can Predict Mathematics Performance in Typically Developing Preschoolers and Those with Autism Spectrum Disorder?

Cited by 4 publications

References 120 publications

Magnitude representation of preschool children with autism spectrum condition

Magnitude representation of preschool children with autism spectrum condition

Cognitive correlates of math abilities in autism spectrum disorder

Okul Öncesi Dönemdeki Otizm Spektrum Bozukluğu Olan Çocukların Erken Çocukluk Dönemi Sayı Becerilerinin Sayı Hissi Bağlamında İncelenmesi

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