Mathematical performance by students with autism spectrum disorders when solving equal group problems

Abstract

Students with autism spectrum disorders gradually attend more often ordinary education centers. However, they often show more learning difficulties than their typical developmental partners, particularly in the area of mathematics. In this paper, we explore the performance by six students with high-functioning autism enrolled in ordinary primary schools when solving problems with a multiplicative structure, namely equal group problems. The results show that four of them do not successfully solve some of the problems posed, with grouping division problems presenting the highest failure rate. Overall, the participants of the study approach the resolutions using basic modeling strategies, while those based on numerical facts are scarce. Implications for teaching practice with these characteristics are discussed.