Development of mathematical skills in students with High-Functioning Autistic Spectrum Disorder
Giampaolo Chiappini
With reference to results reported in literature, this article provides an overview of the strengths and weaknesses of students with High-Functioning Autism (HFA) in learning mathematics. In addition, the article provides an overview of the recommendations established from research to enhance the learning of students with HFA. In particular, the Concrete-To-Representational-To-Abstract model is considered and proves to be effective in teaching mathematics both to typically developing children who have learning difficulties in mathematics, and to students with HFA.In order to highlight the main features of this method and how it can be effectively used in the classroom, the article provides an example of application of the CRA method in the development of mental calculation skills regarding multi-digit addition and subtraction. In the example, special attention is paid to the mediation role played by two specific artefacts, namely drinking straws and an app called GimmeFive.
Keywords
High-Functioning Autism, mathematics learning, mental calculation, CRA method, GimmeFive.
