INTEGRATED MODEL OF MATHEMATICS PROBLEM SOLVING ADAPTED TO A STUDENT WITH AUTISM SPECTRUM DISORDER

"Mathematics problem solving is one of the main axes of mathematical activity and is the cornerstone of mathematics education, so it should be the main source and support of learning throughout Primary Education. Caballero et al. (2009, 2016, 2020) y Blanco et al. (2015) presents an Integrated Model of Mathematics Problem Solving (IMMPS) that integrates cognitive and affective aspects. The efficacy of this model has been empirically contrasted in teachers in initial training (Caballero et al., 2011, 2021; Blanco et al., 2013), wondering if it would be equally valid in students with certain learning difficulties. That is why in this proposal we present an intervention carried out around Mathematics Problem Solving with a student in the first year of Primary Education with Autism Spectrum Disorder. In this proposal, the Integrated Model of Mathematics Problem Solving (IMMPS) has been adapted to this type of disorder. IMMPS is composed of five phases in which emotional management techniques and heuristics for Mathematics Problem Solving are integrated. It is a single case study, where the subject of study has been selected through a non-probabilistic discretionary or judgmental sampling. The conclusion is that the student is able to carry out a more elaborate and complete process of Mathematics Problem Solving, using different heuristics. However, they do not put into practice the techniques of emotional control in the face of nerves or blockages arising in the resolution of Mathematics Problem Solving."