MANAGING TASKS IN THE CONTEXT OF THE ASPERGER SYNDROM: A CASE STUDY
Published:
Jul 24, 2017
Keywords:
Aspeger syndrom multiplication primary education
Abstract
Asperger's Syndrome (AR) corresponds to high function functional autism diagnosis and to supportive educational inclusion in the classroom. The identification of a characteristic mathematical reasoning and computational practice for this population category has not gone beyond the diagnosis of individual difficulties in psychological tests. Our research focuses on the multiplicative tructure relates to certain psychological characteristics of the AR but also to virtual representations of the teaching mathematical material that can contribute to the development of appropriate educational design. The research results presented in this paper concern strategies for product computation and ways of understanding the relationship between parts-all.
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Νούλης (Ioannis Noulis) Ι., Καφούση (Sonia Kafousi) Σ., & Καλαβάσης (Fragiskos Kalavasis) Φ. (2017). MANAGING TASKS IN THE CONTEXT OF THE ASPERGER SYNDROM: A CASE STUDY. Research in Mathematics Education, (8), 11–36. https://doi.org/10.12681/enedim.14238
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