Strategies used by a student with autism when solving a pictorial pattern task under an instructional approach
Résumé
Student with autism in inclusive schools often require additional support for mathematical learning. We present an exploratory case study, based on an adapted instructional experience with a 9-year-old-student with autism, with the aim of characterising the strategies he uses when solving pictorial pattern tasks. We followed previous adaptation of instructional methodologies for autistic students, as combining the use of manipulatives and visual support. The results show that the student advanced from bald answers towards operating strategies by relying on the use of tables and guided by the instructor. However, he showed no evidence of functional strategies and kept using the recursive relationship, which seems to be promoted by the use of the table. We conclude by providing clues as to how to help autistic students develop functional thinking.
Origine | Fichiers produits par l'(les) auteur(s) |
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