Influencia del contexto en problemas de multiplicación y divisiónestudio de caso de un alumno con autismo

  1. Irene Polo Blanco 1
  2. María José González López 1
  3. Alicia Bruno Castañeda 2
  1. 1 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

  2. 2 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Journal:
Siglo Cero: Revista Española sobre Discapacidad Intelectual

ISSN: 0210-1696

Year of publication: 2021

Volume: 52

Issue: 1

Pages: 59-78

Type: Article

DOI: 10.14201/SCERO20215215978 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Abstract

Students diagnosed with Autism Spectrum Disorders (ASD) usually develop interest in areas that is unusual in its intensity or focus. This paper focuses on the influence of the special interest areas in the problem solving processes of multiplication and division word arithmetic problems, through a single case study with an 11-year-old student diagnosed with ASD and intellectual disability. A questionnaire consisting of 15 problems contextualized in three types of contexts –special interest context, a familiar context and an unfamiliar context– was applied. Following a qualitative method, informal strategies and success in obtaining the solution were registered. The results show that both, the special interest context and the familiar context, determined the success in obtaining the problem solution; the student did not solved any problem in the unfamiliar context; the special interest context led to a greater involvement of the student in the search of the solution, but it did not represent an effective improvement with respect to familiar contexts, since in both contexts the student solved the multiplication and division-grouping problems, but did not solve the partitive-division problems. These findings contribute to completing the existing literature on the educational potential of special interest areas in students diagnosed with ASD.

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