Using an Exploratory Approach to Help Children with Autism Learn Mathematics
Hui Fang Huang “Angie” Su, Leanne Lai, Herminia Janet Rivera
DOI: 10.4236/ce.2010.13023   PDF    HTML     9,291 Downloads   17,632 Views   Citations


The exploratory study was carried out at a Choice school located in Davie, Florida. Thirty-four pre-school students with autism and their integrated, typically developing peers received 3 months of mathematics instruction during their regular school day. The purpose of the study was to identify the effective uses of instructional strategies that will impact students’ learning. Instruction consisted of both direct and embedded instruction derived from the Project MIND curriculum (Su, 2002). A comparing of the rates of acquisition of math skills for students with autism who received intervention with students with autism who did not receive intervention revealed information about the specific learning abilities of students.

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Su, H. , Lai, L. & Rivera, H. (2010). Using an Exploratory Approach to Help Children with Autism Learn Mathematics. Creative Education, 1, 149-153. doi: 10.4236/ce.2010.13023.

Conflicts of Interest

The authors declare no conflicts of interest.


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