Mathematical Problem Solving Processes in Students with Autism Spectrum Disorders

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10436719" target="_blank" >RIV/00216208:11410/21:10436719 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=sp5vTZpOug" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=sp5vTZpOug</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Mathematical Problem Solving Processes in Students with Autism Spectrum Disorders

Popis výsledku v původním jazyce

The study aims to describe how students with autism spectrum disorder (ASD) approach mathematical problems, how they process them cognitively, and what the specifics of the way they solve them are. We primarily focus on whether it is possible to find differences in the way these students approach the problems as compared to students with no known disabilities and whether we can find 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 influenced 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 find specific 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.

Název v anglickém jazyce

Mathematical Problem Solving Processes in Students with Autism Spectrum Disorders

Popis výsledku anglicky

The study aims to describe how students with autism spectrum disorder (ASD) approach mathematical problems, how they process them cognitively, and what the specifics of the way they solve them are. We primarily focus on whether it is possible to find differences in the way these students approach the problems as compared to students with no known disabilities and whether we can find 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 influenced 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 find specific 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.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Gramotnost, pregramotnost a vzdělávání [online]

ISSN

2533-7890

e-ISSN

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Svazek periodika

5

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

21

Strana od-do

23-43

Kód UT WoS článku

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EID výsledku v databázi Scopus

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