Visual representations and verbal schemas: a case study of one student with high‐functioning autism.
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| Title: | Visual representations and verbal schemas: a case study of one student with high‐functioning autism. |
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| Authors: | Buncher, Amanda1 lippsag@mail.uc.edu, Hord, Casey1, Weaver, Kitiara1, Gamel, Zachary1 |
| Source: | Journal of Research in Special Educational Needs. Apr2019, Vol. 19 Issue 2, p79-91. 13p. 5 Charts. |
| Subject Terms: | *Mathematics education, *Manipulative materials (Education), Autism spectrum disorders in children, Gesture, Schemas (Psychology) in children |
| Abstract: | The researchers conducted an exploratory, qualitative case study to describe a combination of mathematics teaching strategies for a sixth‐grade student with high‐functioning autism spectrum disorder as he engaged with sixth‐grade level mathematics. The interventions utilised in this study combined the use of visual representations with a variation in schema‐based strategy instruction in which the schemas were presented verbally rather than visually. Doug tended to benefit from visual representations (e.g., gestures, manipulatives and mathematical notation on paper), and he was also quick to engage in mathematical conversations: yet, he often needed some support during these conversations to organise his thinking processes. The tutor was often able to supplement her conversations with Doug about mathematics with visual representations while using verbal schemas to help Doug productively structure his thinking processes. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The researchers conducted an exploratory, qualitative case study to describe a combination of mathematics teaching strategies for a sixth‐grade student with high‐functioning autism spectrum disorder as he engaged with sixth‐grade level mathematics. The interventions utilised in this study combined the use of visual representations with a variation in schema‐based strategy instruction in which the schemas were presented verbally rather than visually. Doug tended to benefit from visual representations (e.g., gestures, manipulatives and mathematical notation on paper), and he was also quick to engage in mathematical conversations: yet, he often needed some support during these conversations to organise his thinking processes. The tutor was often able to supplement her conversations with Doug about mathematics with visual representations while using verbal schemas to help Doug productively structure his thinking processes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14713802 |
| DOI: | 10.1111/1471-3802.12426 |
