El papel del lenguaje y del contexto en la resolución de problemas en alumnado con trastorno del espectro autista

  1. Juncal Goñi-Cervera 1
  2. Irene Polo-Blanco 1
  3. Alicia Bruno 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:
FPIEM: Formación del Profesorado e Investigación en Educación Matemática
  1. Bruno Castañeda, Alicia (ed. lit.)
  2. Camacho Machín, Matías (ed. lit.)
  3. García Díaz, A. (ed. lit.)
  4. Hernández Suárez, V. M. (ed. lit.)

ISSN: 1885-2912

Year of publication: 2022

Issue: 14

Pages: 71-85

Type: Article

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More publications in: FPIEM: Formación del Profesorado e Investigación en Educación Matemática

Abstract

Arithmetic word problems are a challenge for many students, as solving them requires not only mathematical skills, but also reading comprehension and the ability to plan information. The results of a study on additive problem solving by three students with Autism Spectrum Disorder (ASD) are presented, in which performance is analyzed according to the context (interest or general) and the type of language (consistent or inconsistent) used in the statement. All three students showed difficulties in inconsistent language problems. The type of context (interest or general) did not seem to have influenced the success by any of the students, although greater motivation was observed when the problems involved topics of interest to them.

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Data source: Dialnet