Skip to main content

Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers

Journal of Autism and Developmental Disorders volume 45, pages 2200–2208 (2015)Cite this article

Abstract

This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study. Independent sample t tests and Spearman’s rho correlations were used for data analysis. This study found: (a) Children with TD had higher word problem solving ability than did children with ASD; (b) Sentence comprehension, math vocabulary, computation, and everyday mathematical knowledge were associated with word problem solving ability of children with ASD and children with TD; and (c) Children with TD had higher everyday mathematical knowledge than did children with ASD.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

43,34 €

Price includes VAT (Finland)
Tax calculation will be finalised during checkout.

References

  • American Psychiatric Association (APA). (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

    Google Scholar 

  • Andersson, U. (2008). Mathematical competencies in children with different types of learning difficulties. Journal of Educational Psychology, 100, 48–66.

    Article  Google Scholar 

  • Brown, V. L., Cronin, M. E., & McEntire, E. (1994). Test of mathematical abilities (2nd ed.). Austin, TX: Pro-Ed.

    Google Scholar 

  • Chiang, H. M., & Lin, Y. H. (2007). Mathematical ability of students with Asperger syndrome and high-functioning autism. Autism, 11, 547–556.

    PubMed  Article  Google Scholar 

  • Chiang, H.-M., Tsai, L. Y., Cheung, Y. K., Brown, A., & Li, H. (2014). A meta-analysis of differences in IQ profiles between individuals with Asperger’s disorder and high-functioning autism. Journal of Autism and Developmental Disorders, 44, 1577–1596.

    PubMed  Article  Google Scholar 

  • Common Core State Standards Initiative. (2014). Common Core State Standards for mathematics. Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf.

  • Estes, A., Rivera, V., Bryan, M., Cali, P., & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 1044–1052. doi:10.1007/s10803-010-1127-3.

    PubMed  Article  Google Scholar 

  • Fletcher, M., & Santoli, S. (2003). Reading to learn concepts in mathematics: An action research project. (ERIC Document Reproductive Service No. ED 482 001).

  • Foley-Nicpon, M., Assouline, S. G., & Stinson, R. D. (2012). Cognitive and academic distinctions between gifted students with autism and Asperger syndrome. Gifted Child Quarterly, 56, 77–89.

    Article  Google Scholar 

  • Fuchs, L. S., & Fuchs, D. (2002). Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilities. Journal of Learning Disabilities, 35, 563–573.

    PubMed  Article  Google Scholar 

  • Fuchs, L. S., Fuchs, D., Finelli, R., Courey, S. J., Hamlett, C. L., Sones, E. M., et al. (2006). Teaching third graders about real-life mathematical problem solving: A randomized controlled study. Elementary School Journal, 106, 293–311.

    Article  Google Scholar 

  • Fuchs, L. S., Fuchs, D., Stuebing, K., Fletcher, J. M., Hamlett, C. L., & Lambert, W. (2008). Problem solving and computational skill: Are they shared or distinct aspects of mathematical cognition? Journal of Educational Psychology, 100, 30–47.

    PubMed Central  PubMed  Article  Google Scholar 

  • Ginsburg, H. P., Pappas, S., & Seo, K.-H. (2001). Everyday mathematical knowledge: Asking young children what is developmentally appropriate. In S. L. Golbeck (Ed.), Psychological perspectives on early childhood education: Reframing dilemmas in research and practice (pp. 181–219). Mahwah, NJ: Lawrence Erlbaum Associates.

  • Griffin, C. C., & Jitendra, A. K. (2009). Word problem-solving instruction in inclusive third-grade mathematics classrooms. Journal of Educational Research, 102, 187–202.

    Article  Google Scholar 

  • Hemmings, B., Grootenboer, P., & Kay, R. (2011). Predicting mathematics achievement: The influence of prior achievement and attitudes. International Journal of Science and Mathematics Education, 9, 691–705.

    Article  Google Scholar 

  • Jitendra, A. K., Griffin, C., Deatline-Buchman, A., Dipipi-Hoy, C., Sczesniak, E., Sokol, N. G., & Xin, Y. P. (2005). Adherence to mathematics professional standards and instructional design criteria for problem-solving in mathematics. Exceptional Children, 71, 319–337.

    Article  Google Scholar 

  • Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students’ mathematical problem solving. Journal of Educational Psychology, 99, 115–127.

    Article  Google Scholar 

  • Jitendra, A. K., Griffin, C., McGoey, K., Gardill, C., Bhat, P., & Riley, T. (1998). Effects of mathematical word problem solving by students at risk or with mild disabilities. Journal of Educational Research, 91, 345–356.

    Article  Google Scholar 

  • Jones, C. R., Happé, F., Golden, H., Marsden, A. J., Tregay, J., Simonoff, E., & Charman, T. (2009). Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment. Neuropsychology, 23, 718–728.

    PubMed  Article  Google Scholar 

  • Jordan, N. C., & Hanich, L. B. (2000). Mathematical thinking in second-grade children with different types of learning difficulties. Journal of Learning Disabilities, 33, 567–578.

    PubMed  Article  Google Scholar 

  • Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test (2nd ed.). Bloomington, MN: NCS Pearson Inc.

    Google Scholar 

  • Kinstch, W., & Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92, 109–129.

    Article  Google Scholar 

  • Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics. Journal for Research in Mathematics Education, 28, 26–47.

    Article  Google Scholar 

  • May, T., Rinehart, N., Wilding, J., & Cornish, K. (2013). The role of attention in the academic attainment of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 2147–2158. doi:10.1007/s10803-013-1766-2.

    PubMed  Article  Google Scholar 

  • Mayes, S. D., & Calhoun, S. L. (2008). WISC-IV and WIAT-II Profiles in children with high- functioning autism. Journal of Autism and Developmental Disorders, 38, 428–439.

    PubMed  Article  Google Scholar 

  • Moreau, S., & Coquin-Viennot, D. (2003). Comprehension of arithmetic word problems by fifth- grade pupils: Representations and selection of information. British Journal of Educational Psychology, 73, 109–121.

    PubMed  Article  Google Scholar 

  • Murphy, M. M., Mazzocco, M. M. M., Hanich, L. B., & Early, M. C. (2007). Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cutoff criterion used to define MLD. Journal of Learning Disabilities, 40, 458–478.

    PubMed  Article  Google Scholar 

  • Nahmias, A. S., Kase, C., & Mandell, D. S. (2014). Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements. Autism, 18(3), 311–320.

    PubMed  Article  Google Scholar 

  • Nathan, M. J., Kintsch, W., & Young, E. (1992). A theory of algebra-word-problem comprehension and its implications for the design of learning environments. Cognition and Instruction, 9, 329–389.

    Article  Google Scholar 

  • National Council of Teachers of Mathematics. (2014). Problem Solving Retrieved 12/02, 2014, from http://www.nctm.org/standards/content.aspx?id=26860.

  • Nesher, P., Hershkovitz, S., & Novotna, J. (2003). Situation model, text base and what else? Factors affecting problem solving. Educational Studies in Mathematics, 52, 151–176.

    Article  Google Scholar 

  • Reusser, K., & Stebler, R. (1997). Every word problem has a solution—The social rationality of mathematical modeling in schools. Learning and Instruction, 7, 309–327.

    Article  Google Scholar 

  • Solish, A., Perry, A., & Minnes, P. (2010). Participation of children with and without disabilities in social, recreational and leisure activities. Journal of Applied Research in Intellectual Disabilities, 23, 226–236.

    Article  Google Scholar 

  • Tolar, T. D., Fuchs, L., Cirino, P. T., Fuchs, D., Hamlett, C. L., & Fletcher, J. M. (2012). Predicting development of mathematical word problem solving across the intermediate grades. Journal of Educational Psychology, 104, 1083.

    PubMed Central  PubMed  Article  Google Scholar 

  • Troyb, E., Orinstein, A., Tyson, K., Helt, M., Eigsti, I. M., Stevens, M., & Fein, D. (2014). Academic abilities in children and adolescents with a history of autism spectrum disorders who have achieved optimal outcomes. Autism, 18, 233–243. doi:10.1177/1362361312473519.

    PubMed  Article  Google Scholar 

  • Vukovic, R. K., & Siegel, L. S. (2010). Academic and cognitive characteristics of persistent mathematics difficulty from first through fourth grade. Learning Disabilities Research and Practice, 25, 25–38.

    Article  Google Scholar 

  • Wei, X., Christiano, E. R., Jennifer, W. Y., Wagner, M., & Spiker, D. (2014). Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder. Autism. doi:10.1177/1362361313516549.

  • Whitby, P. J. S., & Mancil, G. R. (2009). Academic achievement profiles of children with high functioning autism and Asperger syndrome: A review of the literature. Education and Training in Developmental Disabilities, 44, 551–560.

    Google Scholar 

  • Wilkinson, G. S., & Robertson, G. J. (2006). WRAT-4: Wide Range Achievement Test. Lutz, FL: Psychological Assessment Resources.

    Google Scholar 

Download references

Author information

Affiliations

  1. Special Education Program, Deaprtment of Health and Behavior Studies, Teachers College, Columbia University, Box 223, 525 West 120th St, New York, NY, 10027, USA

    Young Seh Bae, Hsu-Min Chiang & Linda Hickson

Authors
  1. Young Seh Bae
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Hsu-Min Chiang
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Linda Hickson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Young Seh Bae.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Bae, Y.S., Chiang, HM. & Hickson, L. Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers. J Autism Dev Disord 45, 2200–2208 (2015). https://doi.org/10.1007/s10803-015-2387-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10803-015-2387-8

Keywords

  • High-functioning autism
  • Math word problem solving
  • Sentence comprehension
  • Computation
  • Everyday mathematical knowledge