Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile

作者：Irene Polo-Blanco, Paula Suárez-Pinilla, Juncal Goñi-Cervera, Marta Suárez-Pinilla & Beatriz Payá

摘要：

This study examines relationships between mathematical problem-solving performance (in terms of strategies used and accuracy) and the main cognitive domains associated with mathematical learning (i.e. executive functions, verbal comprehension and social perception) of children with and without autism spectrum disorder (ASD and non-ASD resp.). The study involved 26 ASD and 26 non-ASD children without intellectual disabilities, between 6 and 12 years old, matched by sex, age and school (grade and classroom). The results show a higher percentage of ASD children with problem solving difficulties than non-ASD (57% vs. 23% resp.). Poor performing ASD children showed comparatively lower scores in inhibition, theory of mind and verbal comprehension. Implications for the design of mathematical interventions for ASD students are discussed.

本研究考察了患有和不患有自闭症谱系障碍（ASD 和非 ASD ressp.）的儿童的数学解决问题表现（在使用的策略和准确性方面）与与数学学习相关的主要认知领域（即执行功能、言语理解和社会感知）之间的关系。该研究涉及 26 名 ASD 和 26 名非 ASD 儿童，年龄在 6 至 12 岁之间，按性别、年龄和学校（年级和教室）匹配。结果显示，与非自闭症谱系障碍儿童相比，有解决问题困难的自闭症儿童比例更高（57% 对 23%）。表现不佳的自闭症儿童在抑制、心理理论和言语理解方面的得分相对较低。讨论了对ASD学生数学干预设计的影响。