Using Origami to Enhance Visual and Mathematical Thinking Skills Among the Autistics

Abstract

Autism is a general term for a group of complex disorders that affects brain development (Autism Society of America, (2014). “Autos” means ‘you in your own self’ which is described as ‘a runaway from reality’ (Leo Kanner, (1943). Autism has its own specializations which are mathematical (Baron Cohen et al 2001), and visual thinkers (Karren Piece, 2010). They can follow steps and create designs in more creative ways than others. This paper will deliberate on how the origami technique helps escalate the development of mathematical and visual thinking skills of autistic people. Three autistics namely Che’ Suria Aishah Farhana Binti Che’ Mat, an Asperger Syndrome Autistic, Muhamad Aliff Najmi bin Che’ Kamarudin, a Classic Autistic and Mohamad Aizuddin, a Pervasive Developmental Disorder Autistic were selected. They are from a special inclusive class of SMK Kadok, Kelantan in the eastern part of West Malaysia. Based on the objectives of this research paper a qualitative study was implemented. The triangulation method comprising of observation, interview and analysis was applied. The results revealed that Asperger Syndrome Autistic has a very systematic way of learning. Her ability to develop new ideas and new designs indicates that she is a mathematical and visual thinker. The Classic Autistic too has a systematic way of learning and is able to innovate new designs that prove that he is a mathematical and visual thinker. On the other hand, the Pervasive Developmental Disorder autistic was not interested in origami. He just stared at the origami and showed no interest in it. Future research can be implemented on how to capture the interest of the Pervasive Developmental Disorder autistics.

How can we help a student with Asperger syndrome to avoid the illusion of linearity?

“…After all research converges that the mathematics course is made more interesting by using manipulative materials (Mere et al, 2019). Moreover, Hermes solved all the original problems correctly, a fact that converges with the literature (Bakar & Fauzi, 2019;Fauziyah et al, 2021;Peltier et al, 2019). Furthermore, Hermes identified alone the illusion of linearity when solving original problems using simultaneous manipulative material (cf.…”

“…Results showed that these children developed strategies for solving mathematical problems when appropriate educational manipulatives were used. Also, Bakar and Fauzi (2019) found that children on autism spectrum work on mathematics problems more easily when instruction is on use of manipulatives materials. More specifically, the researchers used origami, the Japanese art of paper folding, during teaching of mathematics and learning outcomes for children with autism (and children with Asperger syndrome) were positive.…”