Strategies used by students with autism when solving multiplicative problems: an exploratory study

IF 16.4 1区化学 Q1 CHEMISTRY, MULTIDISCIPLINARY

Accounts of Chemical Research Pub Date : 2022-08-23 DOI:10.1108/aia-03-2021-0017

J. Goñi-Cervera, María Cristina Martínez Romillo, I. Polo-Blanco

{"title":"Strategies used by students with autism when solving multiplicative problems: an exploratory study","authors":"J. Goñi-Cervera, María Cristina Martínez Romillo, I. Polo-Blanco","doi":"10.1108/aia-03-2021-0017","DOIUrl":null,"url":null,"abstract":"\nPurpose\nThis paper aims to study the strategies used by ten students diagnosed with autism when solving multiplication and division problems because these operations are rarely studied in students with this condition.\n\n\nDesign/methodology/approach\nThis study conducted an exploratory study with ten students diagnosed with autism to explore and describe the strategies used in solving equal group problems. The authors also describe in detail the case of a student whom the authors deem to be representative because of the reasoning the student employed.\n\n\nFindings\nThe informal strategies that they used are described, as well as the difficulties observed in the various problems, depending on the operation required to solve them. The strategies used include direct modeling with counting and others that relied on incorrect additive relationships, with strategies based on multiplication and division operations being scarce. Difficulties were observed in several problems, with measurement division being particularly challenging for the study participants.\n\n\nPractical implications\nThe detailed description of the strategies used by the students revealed the meanings that they associate with the operations they are executing and brought to light potential difficulties, which can help teachers plan their instruction.\n\n\nOriginality/value\nThis research supplements other studies focusing on mathematical problem-solving with autistic students.\n","PeriodicalId":1,"journal":{"name":"Accounts of Chemical Research","volume":null,"pages":null},"PeriodicalIF":16.4000,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounts of Chemical Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/aia-03-2021-0017","RegionNum":1,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

Abstract

Purpose This paper aims to study the strategies used by ten students diagnosed with autism when solving multiplication and division problems because these operations are rarely studied in students with this condition. Design/methodology/approach This study conducted an exploratory study with ten students diagnosed with autism to explore and describe the strategies used in solving equal group problems. The authors also describe in detail the case of a student whom the authors deem to be representative because of the reasoning the student employed. Findings The informal strategies that they used are described, as well as the difficulties observed in the various problems, depending on the operation required to solve them. The strategies used include direct modeling with counting and others that relied on incorrect additive relationships, with strategies based on multiplication and division operations being scarce. Difficulties were observed in several problems, with measurement division being particularly challenging for the study participants. Practical implications The detailed description of the strategies used by the students revealed the meanings that they associate with the operations they are executing and brought to light potential difficulties, which can help teachers plan their instruction. Originality/value This research supplements other studies focusing on mathematical problem-solving with autistic students.

查看原文本刊更多论文

自闭症学生解决乘法问题的策略:一项探索性研究

目的本文旨在研究10名被诊断为自闭症的学生在解决乘法和除法问题时使用的策略，因为这些运算很少在自闭症学生中进行研究。设计/方法/方法本研究对10名被诊断为自闭症的学生进行了一项探索性研究，以探索和描述解决平等群体问题的策略。作者还详细描述了一名学生的情况，作者认为该学生具有代表性，因为该学生采用了推理方法。发现描述了他们使用的非正式策略，以及在各种问题中观察到的困难，这取决于解决这些问题所需的操作。所使用的策略包括使用计数的直接建模和其他依赖于不正确的加性关系的策略，而基于乘法和除法运算的策略很少。在几个问题中观察到了困难，测量部门对研究参与者来说尤其具有挑战性。实践含义对学生使用的策略的详细描述揭示了他们与正在执行的操作相关联的含义，并揭示了潜在的困难，这可以帮助教师计划他们的教学。独创性/价值这项研究补充了其他关注自闭症学生数学问题解决的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Accounts of Chemical Research 化学-化学综合

CiteScore

31.40

自引率

1.10%

发文量

312

审稿时长

2 months

期刊介绍： Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance. Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.