Διερεύνηση της Πρώιμης Μαθηματικής Επάρκειας παιδιού με Διάταραχές Αυτιστικού Φάσματος : Μελέτη περίπτωσης

Abstract

In recent years an attempt has been made to outline the cognitive profile of children with Autistic Spectrum Disorders (ASD) in mathematics. The differentiation of the qualitative characteristics of the mathematical performance of the child with the ASD in activities related to Early Mathematical Competence compared to typical development children, the level of performance of the relational tasks, compared with the enumeration tasks and the role of the function of illustration in solving verbal addition and subtraction problems process an area of particular research interest as they are directly linked to the development of educational approaches. The purpose of this research is to investigate the Early Mathematical Competence of a child with ASD with an emphasis on the knowledge and skills that are essentially about creating the concept of number. For the purposes of investigating the above purpose, a qualitative approach was used. More specifically, Utrecht's Early Mathematical Competence Criterion was administered to the child who participated in the research. In addition, the unstructured observation was used to record the difficulties of the student at the completion of the tests, the possible avoidance strategies and the time of completion of the activities, as well as the structured interview with one of the parents of the child in order to delimit the case. The results obtained from the qualitative analysis of the data demonstrate the existence of significant difficulties in relational tasks compared to the enumeration tasks, and in particular, the ability of the serial match was not developed since these abilities are linked to the concept of quantity conservation. The results of the research lead to the conclusion that children with ASD have a particular cognitive profile in mathematics which does not correspond to the typical development of logical-mathematical thinking.