Effectiveness of a technology-assisted educational intervention in improving mathematical skills in children with autism: a quasi-experimental study in inclusive schools
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Keywords:
ASD, mathematical skills, technology, education
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Abstract
This study investigates the effectiveness of a technology-assisted educational intervention in improving mathematical skills in children with Autism Spectrum Disorder (ASD). Teaching mathematics to students with ASD presents unique challenges, requiring specialized pedagogical approaches. The primary objective of the study is to evaluate how educational mobile applications influence the development of basic mathematical skills in this group. Specific objectives include analyzing the impact of mobile applications on knowledge acquisition, motivation, and engagement, as well as determining the effectiveness of virtual resources and mathematical games in the understanding and retention of concepts.The study utilized a quasi-experimental design with an experimental group and a control group. The experimental group participated in a 12-week intervention program with technology-assisted mathematics teaching sessions. The Mathematical Skills Test (THM) was used to assess mathematical skills before and after the intervention.The results showed that the experimental group experienced significant improvements in arithmetic, geometry, and logical reasoning compared to the control group. Satisfaction questionnaires revealed high satisfaction among parents and teachers, who reported notable improvements in the children's behavior and mathematical skills.In conclusion, the technology-assisted educational intervention, involving the use of educational mobile applications, represents a promising strategy for improving basic mathematical skills and promoting the overall development of children with ASD.
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