Teaching addition strategies to students with learning difficulties / Irene POLO-BLANCO in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211045324 Titre : Teaching addition strategies to students with learning difficulties Type de document : texte imprimé Auteurs : Irene POLO-BLANCO, Auteur ; Eva M. GONZÁLEZ LÓPEZ, Auteur Article en page(s) : 23969415211045324 Langues : Anglais (eng) Mots-clés : Mathematics  learning difficulties  microgenetic  problem solving  strategies. Index. décimale : PER Périodiques Résumé : Background & aimsIn recent years, there has been an increased interest in analyzing the mathematical performance of students with learning difficulties in order to provide them with teaching methods adapted to their needs. In particular, the importance of studying the type of informal strategy that students use when solving problems has been highlighted. Observing how these strategies emerge and develop in children with learning difficulties is crucial, as it allows us to understand how they develop a subsequent understanding of arithmetic operations. In this paper we study the effect of explicit instruction in addition strategies, focusing on the minimum addend strategy, and analyze the difficulties that arise during this process.MethodsAn adapted multiple-probe design across students with a microgenetic approach was employed to assess the effectiveness of the teaching instruction and the acquisition of the minimum addend strategy while solving addition word problems. The participants were three primary-school children (two boys and one girl) with learning difficulties, one of them diagnosed with autism spectrum disorder. The instruction on the minimum addend strategy was sequenced into levels of abstraction based on the addends represented with and without manipulatives.ResultsThe results show that the three participants were able to acquire the minimum addend strategy and transfer it to two-step problems. They all showed difficulties during the instructional process, with quantity comparison difficulties predominating. The instruction provided to address these and other difficulties is detailed for each participant.ConclusionsThe teaching of the minimum addend strategy has proven effective, and all three students acquired it throughout the instruction. The results concerning the student diagnosed with autism spectrum disorder are especially interesting given the lack of studies that focus on the strategies employed by students with this disorder to solve arithmetic problems. In this sense, the use of the microgenetic approach was especially useful to observe the type of spontaneous strategies used by this participant, and how they varied in response to the instruction.ImplicationsEach study participant faced different difficulties and needed different periods of time to assimilate the new strategy. Conclusions are drawn for educators to help children with learning difficulties advance to more sophisticated strategies, so they can acquire these and subsequent mathematical concepts. En ligne : http://dx.doi.org/10.1177/23969415211045324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Teaching addition strategies to students with learning difficulties [texte imprimé] / Irene POLO-BLANCO, Auteur ; Eva M. GONZÁLEZ LÓPEZ, Auteur . - 23969415211045324. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211045324 Mots-clés : Mathematics  learning difficulties  microgenetic  problem solving  strategies. Index. décimale : PER Périodiques Résumé : Background & aimsIn recent years, there has been an increased interest in analyzing the mathematical performance of students with learning difficulties in order to provide them with teaching methods adapted to their needs. In particular, the importance of studying the type of informal strategy that students use when solving problems has been highlighted. Observing how these strategies emerge and develop in children with learning difficulties is crucial, as it allows us to understand how they develop a subsequent understanding of arithmetic operations. In this paper we study the effect of explicit instruction in addition strategies, focusing on the minimum addend strategy, and analyze the difficulties that arise during this process.MethodsAn adapted multiple-probe design across students with a microgenetic approach was employed to assess the effectiveness of the teaching instruction and the acquisition of the minimum addend strategy while solving addition word problems. The participants were three primary-school children (two boys and one girl) with learning difficulties, one of them diagnosed with autism spectrum disorder. The instruction on the minimum addend strategy was sequenced into levels of abstraction based on the addends represented with and without manipulatives.ResultsThe results show that the three participants were able to acquire the minimum addend strategy and transfer it to two-step problems. They all showed difficulties during the instructional process, with quantity comparison difficulties predominating. The instruction provided to address these and other difficulties is detailed for each participant.ConclusionsThe teaching of the minimum addend strategy has proven effective, and all three students acquired it throughout the instruction. The results concerning the student diagnosed with autism spectrum disorder are especially interesting given the lack of studies that focus on the strategies employed by students with this disorder to solve arithmetic problems. In this sense, the use of the microgenetic approach was especially useful to observe the type of spontaneous strategies used by this participant, and how they varied in response to the instruction.ImplicationsEach study participant faced different difficulties and needed different periods of time to assimilate the new strategy. Conclusions are drawn for educators to help children with learning difficulties advance to more sophisticated strategies, so they can acquire these and subsequent mathematical concepts. En ligne : http://dx.doi.org/10.1177/23969415211045324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Teaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach / Irene POLO-BLANCO ; Rocío BLANCO ; Juncal GOÑI-CERVERA in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.245-257 Titre : Teaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach Type de document : texte imprimé Auteurs : Irene POLO-BLANCO, Auteur ; Rocío BLANCO, Auteur ; Juncal GOÑI-CERVERA, Auteur Article en page(s) : p.245-257 Langues : Anglais (eng) Mots-clés : Cartesian product problems  autism spectrum disorder  COMPS  conceptual model-based mathematics problems solving Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder frequently face challenges when learning mathematical concepts. For example, they may have difficulties solving mathematical word problems, in particular Cartesian product problems. This research is a case study with a multiple probe design in which the participants were three Spanish students diagnosed with autism spectrum disorder. A conceptual model-based problem-solving approach adapted to the characteristics of the participants was used to teach them how to solve Cartesian product word problems introduced sequentially in the instruction (first multiplication, then division, and finally both operations). The results show a functional relationship between the intervention and the students' performance. The three participants generalized their learning to two-operation Cartesian product problems (an addition and a multiplication). Moreover, two of them retained what they learned 6 weeks after completing the instruction. The implications for teaching this and other mathematical content to students with autism are discussed. En ligne : https://dx.doi.org/10.1177/10883576221121806 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Teaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach [texte imprimé] / Irene POLO-BLANCO, Auteur ; Rocío BLANCO, Auteur ; Juncal GOÑI-CERVERA, Auteur . - p.245-257. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.245-257 Mots-clés : Cartesian product problems  autism spectrum disorder  COMPS  conceptual model-based mathematics problems solving Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder frequently face challenges when learning mathematical concepts. For example, they may have difficulties solving mathematical word problems, in particular Cartesian product problems. This research is a case study with a multiple probe design in which the participants were three Spanish students diagnosed with autism spectrum disorder. A conceptual model-based problem-solving approach adapted to the characteristics of the participants was used to teach them how to solve Cartesian product word problems introduced sequentially in the instruction (first multiplication, then division, and finally both operations). The results show a functional relationship between the intervention and the students' performance. The three participants generalized their learning to two-operation Cartesian product problems (an addition and a multiplication). Moreover, two of them retained what they learned 6 weeks after completing the instruction. The implications for teaching this and other mathematical content to students with autism are discussed. En ligne : https://dx.doi.org/10.1177/10883576221121806 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

What Predicts Early Math in Autism? A Study of Cognitive and Linguistic Factors / Raúl FERNÁNDEZ-COBOS in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2136-2147 Titre : What Predicts Early Math in Autism? A Study of Cognitive and Linguistic Factors Type de document : texte imprimé Auteurs : Raúl FERNÁNDEZ-COBOS, Auteur ; Irene POLO-BLANCO, Auteur ; Elena CASTROVIEJO, Auteur ; Maria JUNCAL-RUIZ, Auteur ; Agustín VICENTE, Auteur Article en page(s) : p.2136-2147 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to examine early mathematical abilities in young children with autism aged four to seven without intellectual disabilities and their connection with autism severity, non-verbal intelligence, and linguistic abilities (receptive vocabulary and grammar). The study involved 42 children with autism. We assessed participants’ cognitive, mathematical, and linguistic abilities. Their mathematical performance was compared with that of typically developing children using standardized measures. Statistical analyses were conducted to identify potential cognitive or linguistic differences across groups based on mathematical performance, and to determine predictive factors for mathematical abilities in children with autism. The findings indicated a higher prevalence of mathematical difficulties among the participants compared to typically developing children. A classification based on mathematical performance revealed statistically significant differences in cognitive and linguistic variables across groups, particularly in the low-performance group. However, no significant differences were found according to autism severity between the groups. The analysis further identified that a combination of visuo-spatial and linguistic abilities was the most predictive factor for mathematical performance. The study suggests that young children with autism without intellectual disabilities may be more likely to experience mathematical difficulties compared to typically developing children. Assessing cognitive and linguistic abilities could serve as a predictive measure for mathematical difficulties of children with autism, even without a formal diagnosis. Future research, with larger samples or longitudinal approaches, could validate these findings or explore which specific mathematical abilities are more related to non-verbal intelligence and which ones to structural language. En ligne : https://doi.org/10.1007/s10803-025-06726-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] What Predicts Early Math in Autism? A Study of Cognitive and Linguistic Factors [texte imprimé] / Raúl FERNÁNDEZ-COBOS, Auteur ; Irene POLO-BLANCO, Auteur ; Elena CASTROVIEJO, Auteur ; Maria JUNCAL-RUIZ, Auteur ; Agustín VICENTE, Auteur . - p.2136-2147. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2136-2147 Index. décimale : PER Périodiques Résumé : This study aimed to examine early mathematical abilities in young children with autism aged four to seven without intellectual disabilities and their connection with autism severity, non-verbal intelligence, and linguistic abilities (receptive vocabulary and grammar). The study involved 42 children with autism. We assessed participants’ cognitive, mathematical, and linguistic abilities. Their mathematical performance was compared with that of typically developing children using standardized measures. Statistical analyses were conducted to identify potential cognitive or linguistic differences across groups based on mathematical performance, and to determine predictive factors for mathematical abilities in children with autism. The findings indicated a higher prevalence of mathematical difficulties among the participants compared to typically developing children. A classification based on mathematical performance revealed statistically significant differences in cognitive and linguistic variables across groups, particularly in the low-performance group. However, no significant differences were found according to autism severity between the groups. The analysis further identified that a combination of visuo-spatial and linguistic abilities was the most predictive factor for mathematical performance. The study suggests that young children with autism without intellectual disabilities may be more likely to experience mathematical difficulties compared to typically developing children. Assessing cognitive and linguistic abilities could serve as a predictive measure for mathematical difficulties of children with autism, even without a formal diagnosis. Future research, with larger samples or longitudinal approaches, could validate these findings or explore which specific mathematical abilities are more related to non-verbal intelligence and which ones to structural language. En ligne : https://doi.org/10.1007/s10803-025-06726-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

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