Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile.
Irene Polo-Blanco, Paula Suárez-Pinilla, Juncal Goñi-Cervera, Marta Suárez-Pinilla, Beatriz Payá
Author Information
Irene Polo-Blanco: Departamento de Matemáticas Estadística y Computación, Facultad de Ciencias, Universidad de Cantabria, Santander, Spain. irene.polo@unican.es. ORCID
Paula Suárez-Pinilla: Hospital Universitario Marqués de Valdecilla, Santander, Spain.
Juncal Goñi-Cervera: Departamento de Matemáticas Estadística y Computación, Facultad de Ciencias, Universidad de Cantabria, Santander, Spain.
Marta Suárez-Pinilla: Department of Neurodegenerative Diseases, Queen Square Institute of Neurology, UCL, London, UK.
Beatriz Payá: Hospital Universitario Marqués de Valdecilla, Santander, Spain.
This study examines relationships between mathematical problem-solving performance (in terms of strategies used and accuracy) and the main cognitive domains associated with mathematical learning (i.e. executive functions, verbal comprehension and social perception) of children with and without autism spectrum disorder (ASD and non-ASD resp.). The study involved 26 ASD and 26 non-ASD children without intellectual disabilities, between 6 and 12 years old, matched by sex, age and school (grade and classroom). The results show a higher percentage of ASD children with problem solving difficulties than non-ASD (57% vs. 23% resp.). Poor performing ASD children showed comparatively lower scores in inhibition, theory of mind and verbal comprehension. Implications for the design of mathematical interventions for ASD students are discussed.
