Estrategias y representaciones en la resolución de problemas aritméticos de división en estudiantes con trastorno del espectro autistaUn estudio de caso

  1. Polo Blanco, Irene
  2. BRUNO CASTAÑEDA, Alicia
  3. González, María José
  4. Olivera, Beatriz
Aldizkaria:
Revista de Educación Inclusiva

ISSN: 1889-4208

Argitalpen urtea: 2018

Alea: 11

Zenbakia: 2

Orrialdeak: 159-178

Mota: Artikulua

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Beste argitalpen batzuk: Revista de Educación Inclusiva

Laburpena

En el presente trabajo se describen las estrategias y las representaciones que un estudiante con Trastorno del Espectro Autista (TEA) manifiesta al resolver problemas aritméticos verbales de división. El estudiante ha seguido un proceso de aprendizaje de los problemas basado en la metodología Concreto-Representacional-Abstracto  que, a largo plazo, tiene como finalidad que aprenda el algoritmo de la división. Se analizan las estrategias y las representaciones que el estudiante manifiesta durante las dos primeras etapas de la secuencia (Concreto y Representacional). Se concluye que el estudiante hace uso de las mismas estrategias que alumnos de desarrollo típico, aunque adquiere finalmente una estrategia de bajo nivel (reparto uno a uno). Además, se observan representaciones pictóricas muy detalladas a lo largo de toda la experiencia que ralentizan la resolución y desvía la atención de los elementos matemáticos del problema. Dichas representaciones aparecen combinadas a lo largo de la secuencia con representaciones esquemáticas. Finalmente, se proponen posibles pautas de actuación que puedan ayudar al alumnado TEA en el aprendizaje de las operaciones aritméticas.

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