Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities

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URI: http://hdl.handle.net/10902/23809
ISSN: 2227-7390
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Autoría
Bruno, Alicia; Polo Blanco, IreneAutoridad Unican; González López, María JoséAutoridad Unican; González Sánchez, Jon
Fecha
2021
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© 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.
Publicado en
Mathematics 2021, 9, 1814
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MDPI
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Palabras clave
Problem Solving
Strategies
Additive Change Problem
Autism Spectrum Disorder
Intellectual Disabilities
Learning Difficulties
Resumen/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.
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© 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.Excepto si se señala otra cosa, la licencia del ítem se describe como © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.