Skip to main content
Mijn bibliotheek
Ga naar:
Nieuws Boeken Tijdschriften Toetsvragen Web-tv Video Audio
Tips voor Mijn BSL
BSL Shop
Inloggen

Welkom bij Erasmus MC & Bohn Stafleu van Loghum

Erasmus MC heeft ervoor gezorgd dat je Mijn BSL eenvoudig en snel kunt raadplegen. Je kunt je links eenvoudig registreren. Met deze gegevens kun je thuis, of waar ook ter wereld toegang krijgen tot Mijn BSL.

» Andere revante producten voor Erasmus MC studenten en medewerkers.

Registreer

Om ook buiten de locaties van Erasmus MC, thuis bijvoorbeeld, van Mijn BSL gebruik te kunnen maken, moet je jezelf eenmalig registreren. Dit kan alleen vanaf een computer op een van de locaties van Erasmus MC.

Eenmaal geregistreerd kun je thuis of waar ook ter wereld onbeperkt toegang krijgen tot Mijn BSL.

Login

Als u al geregistreerd bent, hoeft u alleen maar in te loggen om onbeperkt toegang te krijgen tot Mijn BSL.

Inloggen
Top
Journal of Autism and Developmental Disorders
Gepubliceerd in:

01-07-2015 | Original Paper

Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers

Auteurs: Young Seh Bae, Hsu-Min Chiang, Linda Hickson

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 7/2015

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study. Independent sample t tests and Spearman’s rho correlations were used for data analysis. This study found: (a) Children with TD had higher word problem solving ability than did children with ASD; (b) Sentence comprehension, math vocabulary, computation, and everyday mathematical knowledge were associated with word problem solving ability of children with ASD and children with TD; and (c) Children with TD had higher everyday mathematical knowledge than did children with ASD.
vorige artikel Diary Reports of Concerns in Mothers of Infant Siblings of Children with Autism Across the First Year of Life
volgende artikel Physician Perspectives on Providing Primary Medical Care to Adults with Autism Spectrum Disorders (ASD)
Literatuur
American Psychiatric Association (APA). (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Andersson, U. (2008). Mathematical competencies in children with different types of learning difficulties. Journal of Educational Psychology, 100, 48–66.CrossRef
Brown, V. L., Cronin, M. E., & McEntire, E. (1994). Test of mathematical abilities (2nd ed.). Austin, TX: Pro-Ed.
Chiang, H. M., & Lin, Y. H. (2007). Mathematical ability of students with Asperger syndrome and high-functioning autism. Autism, 11, 547–556.PubMedCrossRef
Chiang, H.-M., Tsai, L. Y., Cheung, Y. K., Brown, A., & Li, H. (2014). A meta-analysis of differences in IQ profiles between individuals with Asperger’s disorder and high-functioning autism. Journal of Autism and Developmental Disorders, 44, 1577–1596.PubMedCrossRef
Estes, A., Rivera, V., Bryan, M., Cali, P., & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 1044–1052. doi:10.​1007/​s10803-010-1127-3.PubMedCrossRef
Fletcher, M., & Santoli, S. (2003). Reading to learn concepts in mathematics: An action research project. (ERIC Document Reproductive Service No. ED 482 001).
Foley-Nicpon, M., Assouline, S. G., & Stinson, R. D. (2012). Cognitive and academic distinctions between gifted students with autism and Asperger syndrome. Gifted Child Quarterly, 56, 77–89.CrossRef
Fuchs, L. S., & Fuchs, D. (2002). Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilities. Journal of Learning Disabilities, 35, 563–573.PubMedCrossRef
Fuchs, L. S., Fuchs, D., Finelli, R., Courey, S. J., Hamlett, C. L., Sones, E. M., et al. (2006). Teaching third graders about real-life mathematical problem solving: A randomized controlled study. Elementary School Journal, 106, 293–311.CrossRef
Fuchs, L. S., Fuchs, D., Stuebing, K., Fletcher, J. M., Hamlett, C. L., & Lambert, W. (2008). Problem solving and computational skill: Are they shared or distinct aspects of mathematical cognition? Journal of Educational Psychology, 100, 30–47.PubMedCentralPubMedCrossRef
Ginsburg, H. P., Pappas, S., & Seo, K.-H. (2001). Everyday mathematical knowledge: Asking young children what is developmentally appropriate. In S. L. Golbeck (Ed.), Psychological perspectives on early childhood education: Reframing dilemmas in research and practice (pp. 181–219). Mahwah, NJ: Lawrence Erlbaum Associates.
Griffin, C. C., & Jitendra, A. K. (2009). Word problem-solving instruction in inclusive third-grade mathematics classrooms. Journal of Educational Research, 102, 187–202.CrossRef
Hemmings, B., Grootenboer, P., & Kay, R. (2011). Predicting mathematics achievement: The influence of prior achievement and attitudes. International Journal of Science and Mathematics Education, 9, 691–705.CrossRef
Jitendra, A. K., Griffin, C., Deatline-Buchman, A., Dipipi-Hoy, C., Sczesniak, E., Sokol, N. G., & Xin, Y. P. (2005). Adherence to mathematics professional standards and instructional design criteria for problem-solving in mathematics. Exceptional Children, 71, 319–337.CrossRef
Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students’ mathematical problem solving. Journal of Educational Psychology, 99, 115–127.CrossRef
Jitendra, A. K., Griffin, C., McGoey, K., Gardill, C., Bhat, P., & Riley, T. (1998). Effects of mathematical word problem solving by students at risk or with mild disabilities. Journal of Educational Research, 91, 345–356.CrossRef
Jones, C. R., Happé, F., Golden, H., Marsden, A. J., Tregay, J., Simonoff, E., & Charman, T. (2009). Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment. Neuropsychology, 23, 718–728.PubMedCrossRef
Jordan, N. C., & Hanich, L. B. (2000). Mathematical thinking in second-grade children with different types of learning difficulties. Journal of Learning Disabilities, 33, 567–578.PubMedCrossRef
Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test (2nd ed.). Bloomington, MN: NCS Pearson Inc.
Kinstch, W., & Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92, 109–129.CrossRef
Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics. Journal for Research in Mathematics Education, 28, 26–47.CrossRef
May, T., Rinehart, N., Wilding, J., & Cornish, K. (2013). The role of attention in the academic attainment of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 2147–2158. doi:10.​1007/​s10803-013-1766-2.PubMedCrossRef
Mayes, S. D., & Calhoun, S. L. (2008). WISC-IV and WIAT-II Profiles in children with high- functioning autism. Journal of Autism and Developmental Disorders, 38, 428–439.PubMedCrossRef
Moreau, S., & Coquin-Viennot, D. (2003). Comprehension of arithmetic word problems by fifth- grade pupils: Representations and selection of information. British Journal of Educational Psychology, 73, 109–121.PubMedCrossRef
Murphy, M. M., Mazzocco, M. M. M., Hanich, L. B., & Early, M. C. (2007). Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cutoff criterion used to define MLD. Journal of Learning Disabilities, 40, 458–478.PubMedCrossRef
Nahmias, A. S., Kase, C., & Mandell, D. S. (2014). Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements. Autism, 18(3), 311–320.PubMedCrossRef
Nathan, M. J., Kintsch, W., & Young, E. (1992). A theory of algebra-word-problem comprehension and its implications for the design of learning environments. Cognition and Instruction, 9, 329–389.CrossRef
Nesher, P., Hershkovitz, S., & Novotna, J. (2003). Situation model, text base and what else? Factors affecting problem solving. Educational Studies in Mathematics, 52, 151–176.CrossRef
Reusser, K., & Stebler, R. (1997). Every word problem has a solution—The social rationality of mathematical modeling in schools. Learning and Instruction, 7, 309–327.CrossRef
Solish, A., Perry, A., & Minnes, P. (2010). Participation of children with and without disabilities in social, recreational and leisure activities. Journal of Applied Research in Intellectual Disabilities, 23, 226–236.CrossRef
Tolar, T. D., Fuchs, L., Cirino, P. T., Fuchs, D., Hamlett, C. L., & Fletcher, J. M. (2012). Predicting development of mathematical word problem solving across the intermediate grades. Journal of Educational Psychology, 104, 1083.PubMedCentralPubMedCrossRef
Troyb, E., Orinstein, A., Tyson, K., Helt, M., Eigsti, I. M., Stevens, M., & Fein, D. (2014). Academic abilities in children and adolescents with a history of autism spectrum disorders who have achieved optimal outcomes. Autism, 18, 233–243. doi:10.​1177/​1362361312473519​.PubMedCrossRef
Vukovic, R. K., & Siegel, L. S. (2010). Academic and cognitive characteristics of persistent mathematics difficulty from first through fourth grade. Learning Disabilities Research and Practice, 25, 25–38.CrossRef
Wei, X., Christiano, E. R., Jennifer, W. Y., Wagner, M., & Spiker, D. (2014). Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder. Autism. doi:10.​1177/​1362361313516549​.
Whitby, P. J. S., & Mancil, G. R. (2009). Academic achievement profiles of children with high functioning autism and Asperger syndrome: A review of the literature. Education and Training in Developmental Disabilities, 44, 551–560.
Wilkinson, G. S., & Robertson, G. J. (2006). WRAT-4: Wide Range Achievement Test. Lutz, FL: Psychological Assessment Resources.
Metagegevens
Titel
Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers
Auteurs
Young Seh Bae
Hsu-Min Chiang
Linda Hickson
Publicatiedatum
01-07-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 7/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-015-2387-8

Andere artikelen Uitgave 7/2015

Brief Report: Coherent Motion Processing in Autism: Is Dot Lifetime an Important Parameter?

  • Brief Report

Shifting Diagnostic Systems for Defining Intellectual Disability in Death Penalty Cases: Hall vs. Florida

  • Letter to the Editor

Cognitive Profiles in Youth with Autism Spectrum Disorder: An Investigation of Base Rate Discrepancies using the Differential Ability Scales—Second Edition

  • Original Paper

Validation of Autism Spectrum Disorder Diagnoses in Large Healthcare Systems with Electronic Medical Records

  • Original Paper

Did Kanner Actually Describe the First Account of Autism? The Mystery of 1938

  • Letter to the Editor

Sick Leave and Work Participation Among Parents of Children with Autism Spectrum Disorder in the Stockholm Youth Cohort: A Register Linkage Study in Stockholm, Sweden

  • Open Access
  • Original Paper