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Strategies for solving addition problems using modified Schema-based instruction in students with intellectual disabilities

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

Editorial: MDPI

 Fecha de publicación: 30/07/2021

Nº de páginas: 17

Tipo de publicación: Artículo de Revista

 DOI: 10.3390/math9151814

ISSN: 2227-7390

Proyecto español: EDU2017-84276-R

Autores/as

BRUNO CASTAÑEDA, ALICIA

JON GONZALEZ SANCHEZ