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: Utmaningar och strategier i matematikundervisning för elever inom AST

Abstract

International research shows that a larger proportion of students with ASD face challenges in mathematics compared to typically developing students. International intervention research also indicates various strategies and methods that benefit students with ASD in their mathematical development. National research has been difficult to find, which may indicate a knowledge gap. The purpose of our study is to examine teachers' experiences and approaches to mathematics education for students with ASD in resource groups tailored to these students. In the study, we have targeted teachers in resource groups specialized in students with ASD because we believe they have extensive experience in the field. The study is based on two research questions: What specific difficulties can be identified in relation to resource groups specialized in students with ASD? What pedagogical strategies, methods, and materials are used in mathematics education by teachers in resource groups specialized in students with ASD? The study was based on qualitative, semi-structured interviews with eight interviewees who worked in resource groups from elementary to high school. The sociocultural perspective was used as a basis for analysis, focusing on the concepts of mediating tools, and communicative supports/scaffolding. The teachers believe that some students with ASD encounter difficulties in mathematics due to challenges associated with the diagnosis, such as executive functioning, but also due to difficulties related to mathematics itself, such as reading skills and problem-solving tasks. The students with ASD require support to interpret, understand, and break down tasks. Teachers also believe that students with ASD need good relationships with their teachers, structure, predictability and understanding to develop in mathematics. The result of the study could be used to develop an inclusive mathematics classroom and to plan potential support interventions in mathematics for students with ASD.

Date of Award	2024-Jun
Original language	Swedish
Supervisor	Sarah Rangstrand Hjort (Supervisor), Cecilia Segerby (Assessor) & Helena Sjunnesson (Examiner)