Effect of multiple representations to promote early algebraic thinking in students with autism

Abstract

Given the growing emphasis on algebraic concepts in primary education curricula and the importance to investigate how students with Autism Spectrum Disorder (ASD) approach mathematical learning, the purpose of this study is to evaluate the effectiveness of an instruction based on multiple representations in promoting early algebraic thinking in students with ASD. Three students with ASD, aged 7, 7, and 9 years, enrolled in the same general education school in Spain participated in the study. The research followed a single-subject, multiple probe across participants design. The results of the study showed that the participants improved their performance on generalization tasks in functional contexts when using multiple representations. These improvements were maintained over time and transferred to everyday situations involving regularities. Social validity data collected from students’ families and teachers indicated that both groups had positive perceptions of students’ attitudes and motivation after the study. The implications of the results for promoting early algebraic thinking in students with ASD are discussed.