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Using an Exploratory Approach to Help Children with Autism Learn Mathematics
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Creative Education·Volume 01 (2010)·Pages 149–153·Published 27 December 2010·DOI10.4236/ce.2010.13023
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Abstract
The exploratory study was carried out at a Choice school located in Davie, Florida. Thirty-four pre-school students with autism and their integrated, typically developing peers received 3 months of mathematics instruction during their regular school day. The purpose of the study was to identify the effective uses of instructional strategies that will impact students’ learning. Instruction consisted of both direct and embedded instruction derived from the Project MIND curriculum (Su, 2002). A comparing of the rates of acquisition of math skills for students with autism who received intervention with students with autism who did not receive intervention revealed information about the specific learning abilities of students.
KeywordsAutism and MathematicsPreschool MathematicsEffective Mathematics Strategies for Children with AutismMathematics for Pre-School Age Children with Autism
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