Adaptaciones metodológicas para la enseñanza de resolución de problemas aritméticos a alumnado con autismo

Bibliographic References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5ª ed.). American Psychiatric Association Publishing. https://doi.org/10.1176/appi.books.9780890425596
• Bae, Y. S., Chiang, H. -M. y Hickson, L. (2015) Mathematical word problem solving ability of children with autism spectrum disorder and their typically developing peers. Journal of Autism Developmental Disorders, 45, 2200–2208. https://doi.org/10.1007/s10803-015- 2387-8
• Barnett, J. E. H. y Cleary, S. (2015). Review of evidence-based mathematics interventions for students with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 50(2), 172–185. http://www.jstor.org/stable/24827533
• Baron-Cohen, S., Tager-Flusberg, H. y Cohen, D. J. (Eds.). (2000). Understanding other minds: Perspectives from developmental cognitive neuroscience (2ª ed.). Oxford University Press.
• Bullen, J. C., Zajic, M. C., McIntyre, N., Solari, E. y Mundy, P. (2022). Patterns of math and reading achievement in children and adolescents with autism spectrum disorder. Research in Autism Spectrum Disorders, 92, 101933. https://doi.org/10.1016/j.rasd.2022.101933
• Daroczy, G., Wolska, M., Meurers, W. D. y Nuerk, H. C. (2015). Word problems: A review of linguistic and numerical factors contributing to their difficulty. Frontiers in Psychology, 6(348), 1–13. https://doi.org/10.3389/fpsyg.2015.00348
• Di Renzo, M., Marini, C., Bianchi di Castelbianco, F., Racinaro, L. y Rea, M. (2017). Correlations between the drawing process in autistic children and developmental indexes. Journal of Psychology & Psychotherapy, 7(2), 1–9.
• Fernández-Cobos, R. y Polo-Blanco, I. (En revisión). Using modified schema-based instruction to teach problem-solving to students with autism and language impairments.
• García-Moya, M., Polo-Blanco, I., Blanco, M. R. y Goñi-Cervera, J. (2022). Teaching Cartesian product problem solving to students with autism spectrum disorder using a conceptual model-based approach. Focus on Autism and Other Developmental Disabilities. [Publicación digital previa]. https://doi.org/10.1177/10883576221121806
• Goñi-Cervera, J., Cañadas, M. C. y Polo-Blanco, I. (2022). Generalisation in students with autism spectrum disorder: An exploratory study of strategies. ZDM Mathematics Education, 54, 1333–1347. https://doi.org/10.1007/s11858-022-01415-w
• Goñi-Cervera, J., Martínez Romillo, M. C. y Polo-Blanco, I. (2023). Strategies used by students with autism when solving multiplicative problems: An exploratory study, Advances in Autism, 9(1), 65–81. https://doi.org/10.1108/AIA-03-2021-0017
• Goñi-Cervera, J., Polo-Blanco, I., Bruno, A. y Fernández-Cobos, R. (En prensa). Effects of modified schema-based instruction to teach students with autism to solve additive compare problems. The Journal of Special Education.
• Grandin, T. (2006). Pensar con imágenes: Mi vida con el autismo. Alba Editorial. Hershkovitz S. y Nesher, P. (2003). The role of schemes in solving word problems. The Mathematics Educator, 7(2), 1–24.
• Jitendra, A., DiPipi, C. M. y Perron-Jones, N. (2002). An exploratory study of schema-based word-problem-solving instruction for middle school students with learning disabilities: An emphasis on conceptual and procedural understanding. The Journal of Special Education, 36(1), 23–38. https://doi.org/10.1177/00224669020360010301
• Mayes, S. D. y Calhoun, S. L. (2006). Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning and Individual Differences, 16, 145–157. https://doi.org/10.1016/j.lindif.2005.07.004
• Ministerio de Educación y Formación Profesional (2022). Real Decreto 157/2022, de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la Educación Primaria. Boletín Oficial del Estado, núm 52.
• Ozonoff, S. y Schetter, P. L. (2007). Executive dysfunction in autism spectrum disorders. En L. Meltzer (Ed.), Executive Function in Education. From Theory to Practice (pp. 133– 160). Guilford.
• Polo-Blanco, I., González López, M. J. y Bruno, A. (2021). Influencia del contexto en problemas de multiplicación y división: estudio de caso de un alumno con autismo, Siglo Cero, 52(1), 59–78. https://doi.org/10.14201/scero20215215978
• Polo-Blanco, I., González, M. J., Bruno, A. y González, J. (2024). Teaching students with mild intellectual disability to solve word problems using schema-based instruction. Learning Disability Quarterly, 41(1), 3–5. https://doi.org/10.1177/07319487211061421
• Polo-Blanco, I., Suárez-Pinilla, P., Goñi-Cervera, J., Suárez-Pinilla, M. y Payá, B. (2024). Comparison of mathematics problem-solving abilities in autistic and non-autistic children: The influence of cognitive profile. Journal of Autism and Developmental Disorders, 54, 353–365. https://doi.org/10.1007/s10803-022-05802-w
• Polo-Blanco, I., Van Vaerenbergh, S., Bruno, A. y González, M. J. (2022). Conceptual modelbased approach to teaching multiplication and division word-problem solving to a student with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 57(1), 31–43.
• Powell, S. R. y Fuchs, L. S. (2018). Effective word-problem instruction: Using schemas to facilitate mathematical reasoning. TEACHING Exceptional Children, 51(1), 31–42. https://doi.org/10.1177/0040059918777250
• Root, J. R. y Browder, D. M. (2019). Algebraic problem solving for middle school students with autism and intellectual disability. Exceptionality, 27(2), 118–132. https://doi.org/10.1080/09362835.2017.1394304
• Root, J. R., Ingelin, B. y Cox, S. K. (2021). Teaching mathematical word problem solving to students with autism spectrum disorder: A best-evidence synthesis. Education and Training in Autism and Developmental Disabilities, 56, 420–436.
• Root, J. R., Saunders, A., Cox, S. K., Gilley, D. y Clausen, A. (2022). Teaching word problem solving to students with autism and intellectual disability. TEACHING Exceptional Children, [Publicación digital previa]. https://doi.org/10.1177/00400599221116821
• Spooner, F., Saunders, A., Root, J. y Brosh, C. (2017). Promoting access to common core mathematics for students with severe disabilities through mathematical problem solving. Research and Practice for Persons with Severe Disabilities, 42(3), 171– 186. https://doi.org/10.1177/1540796917697119
• Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P. y Schultz, T. R. (2015). Evidence-based practices for children, youth and young adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 1951–1966. https://doi.org/10.1007/s10803-014-2351-z
• Xin, Y. P. (2012). Conceptual Model-Based Problem Solving: Teach Students with Learning Difficulties to Solve Math Problems. Sense Publishers.
• Xin, Y. P., Park, J. Y., Tzur, R. y Si, L. (2020). The impact of a conceptual model-based mathematics computer tutor on multiplicative reasoning and problem-solving of students with learning disabilities. The Journal of Mathematical Behavior, 58, 100762. https://doi.org/10.1016/j.jmathb.2020.10076
• Zeidan, J., Fombonne, E., Scorah, J., Ibrahim, A., Durkin, M.S., Saxena, S., Yusuf, A., Shih, A. y Elsabbagh, M. (2022). Global prevalence of autism: A systematic review update. Autism Research, 15(5), 778–790. https://doi.org/10.1002/aur.2696