Abstract: Mathematical applets have become essential tools in the teaching and learning of mathematics, offering interactive and dynamic representations of mathematical concepts. For students with autism spectrum disorder (ASD), however, these applets must be designed to address their specific cognitive and learning needs to be truly effective. Despite increased efforts to support students with ASD in digital learning environments, no validated set of guidelines exist for designing mathematical applets tailored to these students. This study fills this gap by developing and validating a set of guidelines, operationalized for dynamic mathematical environments such as GeoGebra. In particular, the study advances beyond prior work by following a rigorous three-phase validation methodology involving two rounds of expert review with quantitative agreement analysis, and by explicitly grounding each guideline in the cognitive traits characteristic of ASD and their documented impact on mathematical learning. The multi-phase process starts with a literature review that incorporates cognitive traits of ASD, their impact on mathematical learning, and interface design principles. The guidelines are then refined through two rounds of expert validation, first by specialists in ASD and mathematics education, then by experts in GeoGebra applet development. Expert feedback is systematically integrated, ensuring both theoretical soundness and practical feasibility. The final guidelines provide a structured approach for designing mathematical applets tailored to the needs of students with ASD, while also serving as a foundation for further research in this field.

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