Informal strategies of students with autism spectrum disorder in solving Cartesian product problems

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URI: https://hdl.handle.net/10902/28796
ISBN: 9791221025378
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Autoría
Vaerenbergh, Steven vanAutoridad Unican; Polo Blanco, IreneAutoridad Unican; González de Cos, LaraAutoridad Unican; Goñi Cervera, JuncalAutoridad Unican
Fecha
2022
Derechos
© Copyright 2022 left to the authors
Publicado en
Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Free University of Bozen-Bolzano, Italy, European Society for Research in Mathematics Education, 2022
Palabras clave
Primary education
Combinatorial thinking
Cartesian product problems
Solution strategies
Autism spectrum disorder
Resumen/Abstract
The present work focuses on arithmetic word problem solving and explores the strategies used by 26 students diagnosed with autism spectrum disorder when solving multiplicative Cartesian producto problems. The students solved two outfit problems involving small and large numbers, respectively. The success in both problems was low. We found a variety of correct strategies, predominantly operation strategies. Most incorrect strategies were based on additive relations with modelling. We detail the difficulties observed during the problem-solving process, and implications for teaching students diagnosed with the disorder are drawn.
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