Adaptaciones metodológicas para la enseñanza de resolución de problemas aritméticos a alumnado con autismo

• Autores: Raul Fernández Cobos, Irene Polo Blanco , Alicia Bruno Castañeda
• Localización: Epsilon: Revista de la Sociedad Andaluza de Educación Matemática "Thales", ISSN-e 2340-714X, ISSN 1131-9321, Nº 116, 2024, págs. 53-62
• Idioma: español
• Títulos paralelos:
  • Methodological adaptations for teaching arithmetic problem-solving to students with autism
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este artículo presenta elementos metodológicos para la enseñanza de la resolución de problemas aritméticos de enunciado verbal adaptados para alumnado con autismo que surgen de la investigación y se han calificado como buenas prácticas. Principalmente, estas metodologías son la instrucción basada en esquemas y el modelo basado en lo conceptual. Su objetivo es facilitar la comprensión conceptual de los problemas matemáticos, teniendo en cuenta las dificultades y apoyándose en las fortalezas de las personas con autismo. Para ello, se hace uso de esquemas y representaciones visuales, acompañadas de instrucción explícita y sistemática, heurísticos y estrategias metacognitiva

  • English

    This paper shows methodological elements for teaching verbal arithmetic problem-solving adapted to students with autism, that were developed from research and recognized as good practices.

    These methodologies include primarily schema-based instruction and conceptual model-based approaches. Their aim is to facilitate the conceptual understanding of mathematical problems taking into consideration the difficulties and leveraging the strengths of individuals with autism. To achieve this, the use of schemas and visual representations is employed, accompanied by explicit and systematic instruction, heuristics, and metacognitive strategies

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