Swipe om te navigeren naar een ander artikel
There is clear evidence that in typically developing children reasoning and sense-making are essential in all mathematical learning and understanding processes. In children with autism spectrum disorders (ASD), however, these become much more significant, considering their importance to successful independent living. This paper presents a preliminary proposal of a digital environment, specifically targeted to promote the development of mathematical reasoning in students with ASD. Given the diversity of ASD, the prototyping of this environment requires the study of dynamic adaptation processes and the development of activities adjusted to each user’s profile. We present the results obtained during the first phase of this ongoing research, describing a conceptual model of the proposed digital environment. Guidelines for future research are also discussed.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Burton, C., Anderson, D., Prater, M., Dyches, T. (2013). Video self-modeling on an ipad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities. Retrieved from http://foa.sagepub.com/content/early/2013/03/04/1088357613478829.abstract.
Goldsmith, T., LeBlanc, L. (2004). Use of technology in interventions for children with autism. Journal of Early and Intensive Behavior Intervention. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.95.4813&rep=rep1&type=pdf&embedded=true.
Iuculano, T., Rosenberg-Lee, M., Supekar, K., Lynch, C. J., Khouzam, A., Phillips, J., & Menon, V. (2014). Brain organization underlying superior mathematical abilities in children with autism. Biological Psychiatry, 75(3), 223–230. doi: 10.1016/j.biopsych.2013.06.018. PubMedCentralPubMedCrossRef
O’Malley, P., Lewis, M., Donehower, C. (2013). Using tablet computers as instructional tools to increase task completion by students with autism. Online submission, (April). Retrieved from http://eric.ed.gov/?id=ED541157.
Panyan, M.V. (1984). Computer technology for autistic students. Journal of Autism and Developmental Disorders, 14(4), 375–82. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/6549182.
Pavlov, N. (2014). User interface for people with autism spectrum disorders. Journal of Software Engineering and Applications, 2014(February), 128–134. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=19453116&AN=94783335&h=4IVo5OUs96+hk0cbqPOO1lqj9/WWpwxJxt79W771/exgw+9J2MgKkdFFqfYYAt7mc45oJ1FcUZTgC95Xh3+f+g==&crl=c.
Ponte, J., Serrazina, M., Guimarães, H., Breda, A., Guimarães, F., Sousa, H., Oliveira, P. (2007). Programa de matemática do ensino básico. Retrieved from http://repositorio.ipv.pt/handle/10400.19/1155.
Wainer, A., Ingersoll, B. (2011). The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders. Research in Autism Spectrum Disorders. Retrieved from http://www.sciencedirect.com/science/article/pii/S175094671000125X.
- Brief Report: Preliminary Proposal of a Conceptual Model of a Digital Environment for Developing Mathematical Reasoning in Students with Autism Spectrum Disorders
Maria Isabel Santos
Ana Margarida Almeida
- Springer US