Estudio Exploratorio sobre Estrategias y Errores de un Estudiante con Trastorno del Espectro Autista al Resolver Problemas de División Partitiva

Abstract

RESUMEN: En los últimos años ha aumentado notablemente el interés por analizar el rendimiento académico de los estudiantes con trastorno del espectro autista (TEA). Entre las materias escolares, las matemáticas son uno de los grandes obstáculos que encuentran estos estudiantes. Por consiguiente, es fundamental mejorar nuestro conocimiento sobre el modo en que los estudiantes con TEA aprenden diferentes conceptos matemáticos para luego proporcionarles métodos de enseñanza adaptados a sus necesidades. Este documento explora las estrategias y los errores que un estudiante de 11 años diagnosticado con TEA muestra al resolver problemas aritméticos verbales de división. Se diseñó una secuencia de enseñanza compuesta por problemas en dos formatos diferentes: con y sin material manipulativo. Se recogieron datos durante 15 sesiones de una hora en las cuales el estudiante resolvió un total de 49 problemas. Los resultados muestran una clara preferencia por la estrategia de reparto por múltiplos para los problemas en los que dispone de material manipulativo, mientras que recurre principalmente a la estrategia de reparto uno a uno cuando no dispone de material. Se identifica un conjunto de errores relacionados con los significados de las nociones de partición, equidad y representatividad, necesarios para resolver con éxito problemas aritméticos verbales de división partitiva.

Teaching addition strategies to students with learning difficulties

“…This confirms other studies that have shown that children with mathematics disabilities had difficulty comparing Arabic digits (i.e., symbolic number magnitude), but not comparing collections (i.e., non-symbolic number magnitude) (Rousselle & Noël, 2007). More generally, the benefits of using concrete manipulatives during instruction coincide with previous research on teaching arithmetic operations to students with learning difficulties (Baroody & Tiilikainen, 2003), and specifically with ASD (Bruno et al, 2021;Hart & Cleary, 2015;Polo-Blanco et al, 2019;. The use of sequences based on augmentative language to teach strategies to students with this disorder also proved beneficial, as other studies show (Hart & Cleary, 2015;Mirenda, 2003).…”

“…The results concerning the student with ASD are especially interesting given the lack of studies that focus on the strategies employed by students with this disorder to solve arithmetic problems (Hart & Cleary, 2015;Polo-Blanco et al, 2019;in press). In this sense, the use of the microgenetic approach was especially useful to observe the type of spontaneous strategies used by the subject with ASD, and how they varied in response to the instruction.…”

Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities

“…Since the use of these rudimentary strategies can hinder the subsequent learning of arithmetic operations, different researchers propose teaching methodologies so that students with learning difficulties can learn effective solving strategies [29,30].…”

Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile

“…The main difficulties are observed when faced with mathematical word problems that contain indirect language, superfluous information or require several steps to solve (Bae et al, 2015 ). Some studies show that, although ASD students without intellectual disability may use the same strategies as students without ASD diagnosis (from now on, non-ASD) when solving mathematical problems, in ASD students more rudimentary strategies like those based on drawing and counting persist (Alderson-Day, 2014 ; Bae et al, 2015 ; Goñi-Cervera et al, 2022 ; Polo-Blanco et al, 2019 ), while non-ASD children soon exhibit progress to more efficient strategies that require higher level of abstraction, like arithmetic operations (Brissiaud & Sander, 2010 ; Ivars & Fernández, 2016 ; Mulligan & Mitchelmore, 1997 ; Rodríguez Marcos et al, 2008 ; Siegler, 1988 ).…”

“…Given that the current study focuses on Spanish-speaking children, it should be noted that some of the research works mentioned above (e.g., Ivars & Fernández, 2016 ; Merchán-Naranjo et al, 2016 ; Polo-Blanco et al, 2019 and Rodríguez Marcos et al, 2008 ) have also been carried out with Spanish-speaking students. Regardless of the participants' language, previous studies that focus on ASD children are heterogeneous in terms of the mathematical competencies studied: some focus on creativity and mathematical thinking domains (Hetzroni et al, 2019 ), others explore computational and arithmetic skills (Dubischar-Krivec et al, 2009 ), and geometry and representation of objects (Dixon et al, 2016 ), and a few focus on approaching and solving mathematical problems (Bae et al, 2015 ; Oswald et al, 2016 ).…”