REGISTRO DOI: 10.69849/revistaft/pa10201801162026
Flávia Ferreira Silva
Abstract
The exploration of mathematical abilities in children with Autism Spectrum Disorder (ASD) reveals a diverse and complex landscape, highlighting both strengths and challenges. Structured mathematics education plays a vital role in the cognitive development of these children by offering tailored, predictable methods that address their unique learning needs. King, Lemons, and Davidson (2016) stress the importance of evidence-based practices to help students with disabilities meet rigorous mathematical standards. Their review underscores the necessity of targeted interventions, particularly for students with co-occurring intellectual disabilities. Iuculano et al. (2014) further explore the cognitive strengths of children with ASD in mathematics, revealing that these individuals often employ sophisticated problem-solving strategies, despite differences in brain activation patterns compared to their typically developing peers. This suggests that specialized educational approaches could leverage these strengths effectively. Oswald et al. (2016) address the spectrum of mathematical achievement within ASD, from mathematical disabilities to giftedness, and the influence of cognitive and clinical factors such as test anxiety and perceptual reasoning. Their findings emphasize the need for interventions that consider individual differences in mathematical ability. Chiang and Lin (2007) and Titeca, Roeyers, and Desoete (2017) highlight the variability in mathematical skills among children with Asperger Syndrome (AS) and high-functioning autism (HFA), showing that while some have average abilities, others may exhibit significant weaknesses or exceptional skills. Early numerical competencies were found to be similar between children with ASD and typically developing peers, suggesting that early educational strategies should focus on foundational skills. Wei et al. (2015) examine longitudinal growth and achievement profiles, identifying distinct categories such as hyperlexia and hypercalculia, and noting how socioeconomic factors impact mathematical development. These studies collectively advocate for a nuanced understanding of ASD and suggest that tailored, evidence-based educational strategies are crucial for supporting the diverse needs of students with autism.
Keywords: Autism Spectrum Disorder (ASD); Structured Mathematics Education; Cognitive Abilities; Mathematical Achievement; Educational Interventions.
Structured mathematics education is pivotal in fostering cognitive development among children with autism by providing tailored approaches and strategies that cater to their unique needs. Children on the autism spectrum often process information, communicate, and engage socially differently, making targeted pedagogical methods essential for their full development, particularly in mathematics.
Structured mathematics education utilizes highly organized and predictable methods to reduce stress and anxiety caused by changes or unexpected situations. This structured environment supports focus and concentration, crucial for grasping mathematical concepts. Visual aids such as graphs, charts, step-by-step sequences, and manipulatives are employed to make learning more concrete and accessible.
Research demonstrates that structured educational techniques can significantly enhance cognitive skills like working memory, problem-solving, and logical reasoning. Children with autism may struggle to generalize learned concepts to new contexts, but structuring mathematical instruction through repetition, guided practice, and diverse examples can help overcome this challenge.
Furthermore, structured mathematics education provides opportunities to develop social and communication skills. Group activities and collaborative problem-solving enable children to practice social interactions in a controlled setting, supporting their overall personal and academic growth.
Figure 1: Effects of early childhood education. Source: Wordl Humanitarian Movement.
The study by King, Lemons, and Davidson (2016) underscores the importance of evidence-based practices to support students with disabilities in meeting increasingly rigorous mathematical standards. With rising expectations for students with Autism Spectrum Disorder (ASD) to master both basic and advanced math concepts, the study reviews interventions for children and adolescents with ASD. It details participant characteristics, methodological features, and outcomes of these interventions, noting that 71% showed a functional relationship between interventions and mathematical outcomes, with moderate to large effects. The study highlights the need for more high-quality research involving higher-functioning ASD students to fully address their needs.
Iuculano et al. (2014) explored mathematical abilities in children with Autism Spectrum Disorder (ASD), a condition known for social and communication deficits. The study used cognitive assessments and neuroimaging to compare 18 children with ASD and 18 typically developing peers. Results revealed that children with ASD excelled in numerical problem-solving and used sophisticated strategies for single-digit addition. Although both groups engaged similar brain areas, children with ASD showed distinct brain activation patterns related to arithmetic complexity, suggesting a unique pattern of brain organization that has significant educational and social implications.
Oswald et al. (2016) investigated mathematical achievement in individuals with ASD, a topic that has been underexplored. The study assessed the proportions of youth with ASD demonstrating mathematical giftedness versus disability and examined cognitive and clinical predictors of math performance. Results showed that 22% of the ASD sample had a math learning disability, while only 4% were mathematically gifted. The study found perceptual reasoning to be the strongest predictor of math problem-solving, followed by verbal ability, test anxiety, and ASD diagnosis. These findings offer insights into mathematical abilities in ASD and potential intervention targets for students struggling with math.
Chiang and Lin (2007) reviewed research on cognitive abilities and academic achievement in students with Asperger syndrome (AS) and high-functioning autism (HFA), focusing on mathematical abilities. Their preliminary analysis indicated that most individuals with AS/HFA had average math skills, with many showing significant but clinically modest weaknesses. However, the study also noted that some individuals demonstrated mathematical giftedness, reflecting a broad range of abilities within this group.
Titeca, Roeyers, and Desoete (2017) compared the mathematical abilities of children with ASD to typically developing peers, focusing on early numerical competencies. They examined skills such as verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations in 20 high-functioning children with ASD and 20 age-matched controls. The findings revealed no significant differences in early number processing between the two groups, suggesting similar foundational mathematical development. This positive result offers encouraging insights for parents and educators and points to future research directions.
Wei et al. (2015) analyzed reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children with ASD, aged 6 through 9. Four achievement profiles were identified: higher-achieving, hyperlexia, hypercalculia, and lower-achieving. Children with hypercalculia and lower-achieving profiles often came from low socioeconomic backgrounds and had lower cognitive skills compared to the higher-achieving group. All profiles experienced a decline in reading comprehension over time, with slower improvements noted in specific skills across groups, highlighting areas for further research and intervention.
In conclusion, the diverse studies reviewed underscore the complexity of mathematical abilities and achievement profiles in children with Autism Spectrum Disorder (ASD). Structured mathematics education proves crucial in catering to the unique cognitive and developmental needs of these students, offering a supportive and predictable learning environment. The findings from King, Lemons, and Davidson (2016) emphasize the necessity for evidence-based practices to enhance mathematical outcomes for students with disabilities. Meanwhile, Iuculano et al. (2014) highlight that while children with ASD may demonstrate unique cognitive strengths in mathematics, their brain activation patterns differ from typically developing peers, suggesting specialized educational strategies may be beneficial.
Oswald et al. (2016) reveal that mathematical ability in ASD is diverse, with some individuals exhibiting disabilities while others show giftedness. This variance, coupled with the influence of cognitive and clinical factors on math performance, suggests a need for targeted interventions. Chiang and Lin (2007) and Titeca, Roeyers, and Desoete (2017) contribute further by illustrating the range of mathematical skills within ASD and the importance of early intervention, indicating that foundational mathematical competencies are similar to those of typically developing children at an early age.
Finally, Wei et al. (2015) highlight the longitudinal trajectories and achievement profiles in ASD, pointing to disparities in growth and the impact of socioeconomic factors. Collectively, these studies provide valuable insights into the cognitive profiles of children with ASD, suggesting that tailored, evidence-based approaches are essential for optimizing their educational outcomes. Future research should continue to explore these complexities, aiming to refine educational strategies and interventions to better support the diverse needs of students with ASD.
References
Chiang, H., & Lin, Y. (2007). Mathematical ability of students with Asperger syndrome and high-functioning autism. Autism, 11, 547 – 556. https://doi.org/10.1177/1362361307083259.
Iuculano, T., Rosenberg-Lee, M., Supekar, K., Lynch, C., Khouzam, A., Phillips, J., Uddin, L., & Menon, V. (2014). Brain Organization Underlying Superior Mathematical Abilities in Children with Autism. Biological Psychiatry, 75, 223-230. https://doi.org/10.1016/j.biopsych.2013.06.018.
King, S., Lemons, C., & Davidson, K. (2016). Math Interventions for Students With Autism Spectrum Disorder. Exceptional Children, 82, 443 – 462. https://doi.org/10.1177/0014402915625066.
Oswald, T., Beck, J., Iosif, A., McCauley, J., Gilhooly, L., Matter, J., & Solomon, M. (2016). Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder. Autism Research, 9. https://doi.org/10.1002/aur.1524.
Titeca, D., Roeyers, H., & Desoete, A. (2017). Early Numerical Competencies in 4- and 5-Year-Old Children With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities, 32, 279 – 292. https://doi.org/10.1177/1088357615588523.
Wei, X., Christiano, E., Yu, J., Wagner, M., & Spiker, D. (2015). Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder. Autism, 19, 200 – 210. https://doi.org/10.1177/1362361313516549.