Teaching Mathematics Word Problem Solving to Students With Autism Spectrum Disorder

IF 1.4 4区 教育学 Q3 EDUCATION, SPECIAL
Xiaojun Ma, Y. Xin
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引用次数: 0

Abstract

The National Council of Teachers of Mathematics (NCTM) emphasizes the teaching of “Big Ideas” in mathematics. This study focuses on the part–part–whole (PPW) relationship as a crucial aspect of word problem solving involving addition and subtraction. The research evaluates the effects of conceptual model-based problem-solving (COMPS) with the concrete-representational-abstract (CRA) sequence on teaching addition and subtraction word problem solving to students with autism spectrum disorder (ASD). Using a multiple-probe design across the participants, the study evaluates the impact of the intervention on students’ performance across three types of word problems: join-in, take-away, and combine. Results demonstrated significant improvements in students’ problem-solving abilities on criterion tests. In addition, students successfully generalized their skills to solve problems with new contexts. The findings of this study provide implications for future research and educational practice.
自闭症谱系障碍学生数学应用题教学
全国数学教师委员会(NCTM)强调数学“大思想”的教学。本研究的重点是部分-部分-整体(PPW)关系,这是解决涉及加减法的文字问题的一个重要方面。本研究评估了采用具体-表征-抽象(CRA)顺序的基于概念模型的问题解决(COMPS)方法在自闭症谱系障碍(ASD)学生加减法应用题教学中的效果。在参与者中采用多探针设计,该研究评估了干预对学生在三种类型的单词问题上的表现的影响:加入、带走和组合。结果显示,学生在标准测试中解决问题的能力有显著提高。此外,学生们成功地概括了他们在新环境中解决问题的技能。本研究的发现对未来的研究和教育实践具有启示意义。
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来源期刊
Journal of Special Education
Journal of Special Education EDUCATION, SPECIAL-
CiteScore
4.30
自引率
0.00%
发文量
14
期刊介绍: The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.
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