Searching. Please wait…
1446
37
174
31614
4642
2689
362
417
Abstract: This study examines relationships between mathematical problem-solving performance (in terms of strategies used and accuracy) and the main cognitive domains associated with mathematical learning (i.e. executive functions, verbal comprehension and social perception) of children with and without autism spectrum disorder (ASD and non-ASD resp.). The study involved 26 ASD and 26 non-ASD children without intellectual disabilities, between 6 and 12 years old, matched by sex, age and school (grade and classroom). The results show a higher percentage of ASD children with problem solving difficulties than non-ASD (57% vs. 23% resp.). Poor performing ASD children showed comparatively lower scores in inhibition, theory of mind and verbal comprehension. Implications for the design of mathematical interventions for ASD students are discussed.
Fuente: Journal of Autism and Developmental Disorders, 2024, 54(1), 353 - 365
Publisher: Springer Nature
Publication date: 01/01/2024
No. of pages: 13
Publication type: Article
DOI: 10.1007/s10803-022-05802-w
ISSN: 0162-3257,1573-3432
Spanish project: PID2019-105677RB-I00
Publication Url: https://doi.org/10.1007/s10803-022-05802-w
SCOPUS
Citations
Google Scholar
Metrics
UCrea Repository Read publication
IRENE POLO BLANCO
PAULA SUAREZ PINILLA
JUNCAL GOÑI CERVERA
SUÁREZ-PINILLA, MARTA
BEATRIZ PAYA GONZALEZ
Back