Experiencia de enseñanza de resolución de problemas de producto cartesiano con un estudiante con autismo
DOI:
https://doi.org/10.48489/quadrante.27140Palavras-chave:
modelo conceptual de resolución de problemas, problemas de multiplicación y división, producto cartesiano, Trastorno del Espector AutistaResumo
Este trabajo estudia la eficacia de la metodología de instrucción Conceptual Model-Based Problem Solving (COMPS) para la enseñanza de la resolución de problemas de producto cartesiano de multiplicación y división en un estudiante con TEA. Se lleva a cabo un estudio de caso en el que se detallan las estrategias y representaciones que utiliza el estudiante durante cinco sesiones de instrucción al resolver problemas de producto cartesiano. El estudiante mejoró en su desempeño, combinando estrategias de operaciones y modelización con dibujos, y generalizó los efectos de la instrucción a problemas verbales de dos operaciones (una aditiva y otra multiplicativa), resolviéndolos mediante dibujos, aunque no identificó las operaciones. Además, los resultados se mantuvieron cinco semanas después de la instrucción. Se discuten las implicaciones de estos hallazgos para la enseñanza de problemas de estructura multiplicativa a estudiantes diagnosticados con TEA.
Referências
Alghamdi, A., Jitendra, A., & Lein, A. E. (2020). Teaching students with mathematics disabilities to solve multiplication and division word problems: the role of schema‑based instruction. ZDM Mathematics Education, 52(1), 125–137. https://doi.org/10.1007/s11858-019-01078-0
Bae, Y. S., Chiang, H. M., & Hickson, L. (2015). Mathematical word problem solving ability of children with autism spectrum disorder and their typically developing peers. Journal of Autism and Developmental Disorders, 45(7), 2200-2208. https://doi.org/10.1007/s10803-015-2387
Booth, R., Charlton, R., Hughes, C., & Happé, F. (2003). Disentangling weak coherence and executive dysfunction: Planning drawing in Autism and ADHD. Philosophical Transactions of the Royal Society, 358, 387–392.
Bruno, A., Polo-Blanco, I., González M.J., & González-Sánchez, J. (2021) Strategies for solving addition problems using modified schema-based instruction in students with intellectual disabilities. Mathematics [Special Issue: Research on powerful ideas for enriching school mathematical learning], 9(1814), 1-17.
Delisio, L., Bukaty, C., & Taylor, M. (2018). Effects of a graphic organizer intervention package on the mathematics word problem solving abilities of students with autism spectrum disorders. The Journal of Special Education Apprenticeship, 7(2), 1-22.
Desmarais, K., Osana, H. P., & Lafay, A. (2019). Schema-Based Instruction: Supporting children with learning difficulties and intellectual disabilities. In K. M. Robinson, H. P. Osana, & D. Kotsopoulos (Eds.), Mathematical Learning and Cognition in Early Childhood (pp. 203-221). Springer, Cham. https://doi.org/10.1007/978-3-030-12895-1
Engelmann, S. (1980). Direct instruction. Prentice Hall.
English, L. (1991). Young children's combinatoric strategies. Educational Studies in Mathematics, 22(5), 451-475.
Fourqurean, J. M., Meisgeier, C., Swank, P. R., & Williams, R. E. (1991). Correlates of postsecondary employment outcomes for young adults with learning disabilities. Journal of Learning Disabilities, 24(7), 400–405. https://doi.org/10.1177/002221949102400704
Gast, D. L., Lloyd, B. P., & Ledford, J. R. (2014). Multiple baseline and multiple probe designs. Single case research methodology: Applications in special education and behavioral sciences, 3, 276-328.
Gevarter, C., Bryant, D. P., Bryant, B., Watkins, L., Zamora, C., & Sammarco, N. (2016). Mathematics interventions for individuals with autism spectrum disorder: A systematic review. Review Journal of Autism and Developmental Disorders, 3(3), 224-238. https://doi.org/10.1007/s40489-016-0078-9
Greer, B. (1992). Multiplication and division as models of situations. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 276–295). Macmillan Publishing Co, Inc.
Happe, F., Booth, R., Charlton, R., & Hughes, C. (2006). Executive functioning deficits in autism spectrum disorders and attention-deficit/hyperactivity disorder: examining profiles across domains and ages. Brain and Cognition, 61(1), 25–39.
Hart-Barnett, J. E., & Cleary, S. (2015). Review of evidence-based mathematics interventions for students with autism spectrum disorders. Education and training in autism and developmental disabilities, 50(2), 172-185.
Ivars, P., & Fernández, C. (2016). Problemas de estructura multiplicativa: Evolución de niveles de éxito y estrategias en estudiantes de 6 a 12 años. Educación matemática, 28(1), 9-38.
Kasap, C., & Ergenekon, Y. (2017). Effects of a schema approach for the achievement of the verbal mathematics problem-solving skills in individuals with autism spectrum disorders. Educational Sciences: Theory & Practice, 17(6), 1787-1809.
Lee, K., Ng, E. L., & Ng, S.F. (2009). The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems. Journal of Educational Psychology, 101(2), 273–287.
Levingston, H. B., Neef, N. A, & Cihon, T. M. (2009). The effects of teaching precurrent behaviors on children's solution of multiplication and division word problems. Journal of Applied Behavior Analysis, 42(2), 361–367.
Montague, M. (2003). Solve it! A practical approach to teaching mathematical problem-solving skills. Exceptional Innovations.
Mulligan, J. T., & Mitchelmore, M. C. (1997) Young Children's Intuitive Models of Multiplication and Division. Journal for Research in Mathematics Education, 28(3), 309-330.
Nesher, P. (1992). Solving multiplication word problems. In G. Leinhardt, R. Putnam & R. A. Hattrup (Eds.), Analysis of Arithmetic for Mathematics Teaching (pp. 189-219). Lawrence Erlbaum Associates.
Ozonoff, S., & Schetter, P. L. (2007). Executive dysfunction in autism spectrum disorders. In L. Meltzer (Ed.), Executive function in education. From theory to practice (pp. 133–160). Guilford.
Pinto, S. M., Spinillo, A. G., & Melo, L. M. D. S. (2018). Problems of cartesian product solved by elementary school students. Educação & Realidade, 43(1), 293-311
Polo-Blanco, I., González, M.J., & Bruno, A. (2019). An exploratory study on strategies and errors of a student with autism spectrum disorder when solving partitive division problems. Revista Brasileira de Educação Especial, 25(2), 247-264.
Polo-Blanco, I., González, M. J., Bruno, A., & González-Sánchez, J., (2021) Teaching students with mild intellectual disability to solve word problems using schema-based instruction. Learning Disability Quarterly, 1-14. https://doi.org/10.1177/07319487211061421
Polo-Blanco, I., Van Vaerenbergh, S., Bruno, A., & González, M. J. (2022). Conceptual model-based approach to teaching multiplication and division word-problem solving to a student with autism spec¬trum disorder. Education and Training in Autism and Developmental Disabilities, 57(1), 31-43.
Rockwell, S. B., Griffin, C. C., & Jones, H. A. (2011). Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student with Autism. Focus on Autism and Other Developmental Disabilities, 26(2), 87-95.
Root, J. R., Browder, D. M., Saunders, A. F., & Lo, Y. (2016). Schema-Based Instruction with concrete and virtual manipulatives to teach problem solving to students with autism. Remedial and Special Education, 38(1), 42-52.
Schopler, E., Reichler, R. J., & Renner, B. R. (1988). Childhood Autism Rating Scale. Western Psychological Services.
Swanson, H. L., & Sachse-Lee, C. (2001). Mathematical problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important. Journal of Experimental Child Psychology, 79(3), 294-321.
Tillema, E. S. (2013). A power meaning of multiplication: Three eighth graders’ solutions of Cartesian product problems. Journal of Mathematical Behavior, 32, 331–352.
Van Vaerenbergh, S., Polo-Blanco, I. González-de Cos, L., & Goñi-Cervera, J. (en prensa) Informal strategies of students with autism spectrum disorder in solving Cartesian product problems. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12).
Wechsler, D. (2015). WISC-V. Escala de inteligencia de Wechsler para niños-V. Madrid: Pearson (Edición original, 2014).
Whitby, P. J. S. (2012). The effects of Solve It! on the mathematical word problem solving ability of adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(2), 78-88.
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., ... & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of autism and developmental disorders, 45(7), 1951-1966. https://doi.org/10.1007/s10803-014-2351-z
Xin, Y. P. (2012). Conceptual model-based problem solving: Teach students with learning difficulties to solve math problems. Sense Publishers.
Xin, Y. P. (2019). The effect of a conceptual model-based approach on ‘additive’ word problem solving of elementary students struggling in mathematics. ZDM Mathematics Education, 51(1), 139-150. https://doi.org/10.1007/s11858-018-1002-9
Xin, Y. P., Park, J. Y., Tzur, R., & Si, L. (2020). The impact of a conceptual model-based mathematics computer tutor on multiplicative reasoning and problem-solving of students with learning disabilities. The Journal of Mathematical Behavior, 58, 100762.
Xin, Y. P., Wiles, B., & Lin, Y. (2008). Teaching conceptual model-based word-problem story grammar to enhance mathematics problem solving. The Journal of Special Education, 42(3), 163–178.
Xin, Y. P., Zhang, D., Park, J. Y., Tom, K., Whipple, A., & Si, L. (2011). A comparison of two mathematics problem-solving strategies: facilitate algebra-readiness. Journal of Educational Research, 104(6), 381-395. https://doi.org/10.1080/00220671.2010.487080
Zhang, D., Xin, Y. P., Harris, K., & Ding, Y. (2014). Improving multiplication strategic development in children with math difficulties. Learning Disability Quarterly, 37(1), 15-30.
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Copyright (c) pertence à Quadrante. Contudo, encorajamos que os artigos sejam divulgados nos repositórios institucionais ou pessoais desde que seja identificada a sua publicação original na Quadrante e incluída a hiperligação para o site da revista.
