Constructing A Conceptual Framework For Implementing Assistive Learning Technology To Enhance Word Problem Solving Skills In Children With Autism

Abstract

Mathematical learning difficulties are the most "resistant" within intervention programmes for autistic children. Nonetheless, mathematics cannot be eliminated from the curriculum because it develops skills that will facilitate the child's social adaptation. The essence of mathematics education lies in problem-solving, as it instructs students on when to employ their acquired mathematical knowledge in practical situations, rather than simply following computational procedures. Understanding mathematics word problems may be challenging for many autisms spectrum disorder (ASD) children because it also requires literary skills. The main aim of word problem comprehension is to foster a clear understanding of the meaning behind mathematical word problems. To achieve this, it is crucial for individuals to visualize the events described in the narrative text, which contributes to the development of an accurate scenario model. However, supporting children with Autism Spectrum Disorder (ASD) in mastering word problem comprehension poses significant challenges due to various academic and cognitive factors they encounter. This study focuses on utilizing virtual reality learning technologies to explore and identify the foundational concepts that underpin word problem comprehension in autistic children. The ultimate goal is to assess how effectively these children can learn to solve word problems, leading to the development of a clear research objective. By investigating the potential integration of virtual reality into word problem learning, this research aims to provide valuable insights into supporting students in grasping word problem situations. Successfully completing this project will pave the way for incorporating more technology into special education, benefiting learners with special needs