La representación tabular en la resolución de problemas con alumnado Síndrome de Asperger

  1. Chico, A. 1
  2. Climent, N. 1
  3. Gómez-Hurtado, I. 1
  1. 1 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

Liburua:
Investigación en Educación Matemática XXV
  1. Teresa F. Blanco (coord.)
  2. Cristina Núñez-García (coord.)
  3. María C. Cañadas (coord.)
  4. José Antonio González-Calero (coord.)

Argitaletxea: Sociedad Española de Investigación en Educación Matemática, SEIEM

ISBN: 978-84-09-45038-1

Argitalpen urtea: 2022

Orrialdeak: 209-217

Biltzarra: Sociedad Española de Investigación en Educación Matemática. Simposio (25. 2022. Santiago de Compostela)

Mota: Biltzar ekarpena

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Laburpena

This study reports a problem-solving experience with 4 students in the last cycle of primary education, who have been diagnosed with Asperger Syndrome. It is intended to work on different heuristics by implementing the tabular representation. Two resolutions are described and analyzed, applying a system of categories that relates the heuristics thriven through the tables with the abilities and needs associated to the Asperger Syndrome. The tabular representation allows for coping with the solving phases (identification, comprehension, planification, execution and checking) from the visual perspective, as well as it supports to overcome the difficulties linked to deficits in central coherence and executive functioning, generally associated to Asperger Syndrome.

Datuen iturria: Dialnet