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

Alicia Bruno, Irene Polo-Blanco, María José González-López and Jon González-Sánchez
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Alicia Bruno: Departamento de Análisis Matemático, Facultad de Ciencias, Universidad de La Laguna, Avda. Astrofísico Francisco Sánchez s/n, 38200 Santa Cruz de Tenerife, Spain
Irene Polo-Blanco: Departamento de Matemáticas Estadística y Computación, Facultad de Ciencias, Universidad de Cantabria, 39005 Santander, Spain
María José González-López: Departamento de Matemáticas Estadística y Computación, Facultad de Ciencias, Universidad de Cantabria, 39005 Santander, Spain
Jon González-Sánchez: Departamento de Matemáticas, Universidad del País Vasco/Euskal Herriko Unibertsitatea, 48080 Bilbao, Spain

Mathematics, 2021, vol. 9, issue 15, 1-17

Abstract: 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.

Keywords: problem solving; strategies; additive change problem; autism spectrum disorder; intellectual disabilities; learning difficulties (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2021
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