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Abstract: A study is presented on the strategies employed to solve additive change problems by three students with intellectual disabilities (two of them with autism spectrum disorder). The students followed a program involving modified schema-based instruction. The results show an improvement in the problem-solving skills of the three students, who achieved successful formal strategies associated with identifying the operation. We analyze the importance of adapting and/or emphasizing certain steps in the instruction process in order to tailor them to the difficulties of each student
Fuente: Mathematics, 2021, 9(15), 1814
Publisher: MDPI
Publication date: 30/07/2021
No. of pages: 17
Publication type: Article
DOI: 10.3390/math9151814
ISSN: 2227-7390
Spanish project: EDU2017-84276-R
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BRUNO CASTAÑEDA, ALICIA
IRENE POLO BLANCO
MARIA JOSE GONZALEZ LOPEZ
JON GONZALEZ SANCHEZ
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