Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities

A study is presented on the strategies employed to solve additive change problems by three students with intellectual disabilities (two of them with autism spectrum disorder). The students followed a program involving modified schema-based instruction. The results show an improvement in the problem-...

Full description

Bibliographic Details
Main Authors:	Alicia Bruno, Irene Polo-Blanco, María José González-López, Jon González-Sánchez
Format:	Article
Language:	English
Published:	MDPI AG 2021-07-01
Series:	Mathematics
Subjects:	problem solving strategies additive change problem autism spectrum disorder intellectual disabilities learning difficulties
Online Access:	https://www.mdpi.com/2227-7390/9/15/1814

id	doaj-0d493fad23d047ffa04a7e7322986c57
record_format	Article
spelling	doaj-0d493fad23d047ffa04a7e7322986c572021-08-06T15:28:30ZengMDPI AGMathematics2227-73902021-07-0191814181410.3390/math9151814Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual DisabilitiesAlicia Bruno0Irene Polo-Blanco1María José González-López2Jon González-Sánchez3Departamento de Análisis Matemático, Facultad de Ciencias, Universidad de La Laguna, Avda. Astrofísico Francisco Sánchez s/n, 38200 Santa Cruz de Tenerife, SpainDepartamento de Matemáticas Estadística y Computación, Facultad de Ciencias, Universidad de Cantabria, 39005 Santander, SpainDepartamento de Matemáticas Estadística y Computación, Facultad de Ciencias, Universidad de Cantabria, 39005 Santander, SpainDepartamento de Matemáticas, Universidad del País Vasco/Euskal Herriko Unibertsitatea, 48080 Bilbao, SpainA study is presented on the strategies employed to solve additive change problems by three students with intellectual disabilities (two of them with autism spectrum disorder). The students followed a program involving modified schema-based instruction. The results show an improvement in the problem-solving skills of the three students, who achieved successful formal strategies associated with identifying the operation. We analyze the importance of adapting and/or emphasizing certain steps in the instruction process in order to tailor them to the difficulties of each student.https://www.mdpi.com/2227-7390/9/15/1814problem solvingstrategiesadditive change problemautism spectrum disorderintellectual disabilitieslearning difficulties
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Alicia Bruno Irene Polo-Blanco María José González-López Jon González-Sánchez
spellingShingle	Alicia Bruno Irene Polo-Blanco María José González-López Jon González-Sánchez Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities Mathematics problem solving strategies additive change problem autism spectrum disorder intellectual disabilities learning difficulties
author_facet	Alicia Bruno Irene Polo-Blanco María José González-López Jon González-Sánchez
author_sort	Alicia Bruno
title	Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities
title_short	Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities
title_full	Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities
title_fullStr	Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities
title_full_unstemmed	Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities
title_sort	strategies for solving addition problems using modified schema-based instruction in students with intellectual disabilities
publisher	MDPI AG
series	Mathematics
issn	2227-7390
publishDate	2021-07-01
description	A study is presented on the strategies employed to solve additive change problems by three students with intellectual disabilities (two of them with autism spectrum disorder). The students followed a program involving modified schema-based instruction. The results show an improvement in the problem-solving skills of the three students, who achieved successful formal strategies associated with identifying the operation. We analyze the importance of adapting and/or emphasizing certain steps in the instruction process in order to tailor them to the difficulties of each student.
topic	problem solving strategies additive change problem autism spectrum disorder intellectual disabilities learning difficulties
url	https://www.mdpi.com/2227-7390/9/15/1814
work_keys_str_mv	AT aliciabruno strategiesforsolvingadditionproblemsusingmodifiedschemabasedinstructioninstudentswithintellectualdisabilities AT irenepoloblanco strategiesforsolvingadditionproblemsusingmodifiedschemabasedinstructioninstudentswithintellectualdisabilities AT mariajosegonzalezlopez strategiesforsolvingadditionproblemsusingmodifiedschemabasedinstructioninstudentswithintellectualdisabilities AT jongonzalezsanchez strategiesforsolvingadditionproblemsusingmodifiedschemabasedinstructioninstudentswithintellectualdisabilities
_version_	1721217882552008704

Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities

Similar Items