Introducing "Mathematics" The Effectiveness of a Structured Educational Tool with Playful Aspects

Date of Award

2010

Document Type

Thesis

Degree Name

Bachelors

Department

Social Sciences

First Advisor

Barton, Michelle

Keywords

Autism, Education, Tools, Play

Area of Concentration

Psychology

Abstract

As the play and learning of students with autism have been found to improve in structured conditions, it was thought that an educational tool with structured and playful aspects may help them practice a new mathematical skill better than an unstructured educational tool. For the current study, the method and answer accuracy changes of eight students with and without autism (6- to 11-years-old) were analyzed as they practiced regrouping with two different educational tools. Participants practiced their regrouping skills for 12 sessions, first with an unstructured number line and then with MatheMATics, a newly-designed structured educational tool with playful aspects. Accuracy changes were also assessed across pre-, midpoint-, and post-tests, for which participants did not use either tool. Regardless of diagnosis, all participants mastered the regrouping method. Results suggest that the MatheMATics tool may work for some students with autism but not others, possibly depending on the severity of the diagnosis. Future research on structured educational tools with a larger, more diverse sample is encouraged.

Rights

This bibliographic record is available under the Creative Commons CC0 public domain dedication. The New College of Florida, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.

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