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

Author

Listed:
  • 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)

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.

Suggested Citation

  • Alicia Bruno & Irene Polo-Blanco & María José González-López & Jon González-Sánchez, 2021. "Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities," Mathematics, MDPI, vol. 9(15), pages 1-17, July.
    • Handle: RePEc:gam:jmathe:v:9:y:2021:i:15:p:1814-:d:605572
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