Math & Autism

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  • April 15, 2015 at 4:41 pm
    valerie18
    Participant

    I am having trouble teaching my 8 yo daughter math. She just does not seem to comprehend the concept. Oh by the way she is high functioning autistic. She reads very well, and does most things at grade level, however math just seems to go right over her head, I am using Math U can see with manipulatives, but still no progress. can anyone help ??

    April 16, 2015 at 7:03 am
    greenebalts
    Participant

    I’m very interested in this topic as well!! Our son is 10. Though we don’t have a formal Autism diagnosis, I believe he’s somewhere on the spectrum. He also has diagnosed dyslexia.

    Thanks,
    Melissa

    April 16, 2015 at 7:32 am
    retrofam
    Participant

    I don’t know of anything specific for autism,  but adding some Living Math should help.  There is a Living Math website,  group,  and lesson plans online.  You can add as little or as much as you like, such as math literature.

    Being patient and presenting concepts in multiple ways helps. Learning math independently was not a good idea for my dd. I chose Math Lessons for a Living Education,  because the lessons are short,  and the story adds context and interest.  We will use Math U See for jh/hs. With MUS,  you can contact them for tips.

     

     

     

    April 17, 2015 at 9:38 am
    Sonya Shafer
    Moderator

    Math is a huge challenge for my youngest daughter too. She’s on the autism spectrum, as well as having global developmental delays. We have to move extremely slowly with lots of visual manipulatives. For example, we’re still working on simple addition below sums of 10. She just turned 17.

    She can grasp the concept usually, if the manipulatives are in front of her; but she has yet to memorize and recall the facts with just pure numbers. It seems funny, since she can memorize other things; but that’s just the way it is. Math is one of those subjects in which you absolutely must teach the child, not the curriculum. You can’t rush or push if you’re going for complete comprehension and application.

    I’ve used some RightStart lessons with her and I’ve used some MUS lessons with her, but both just move too quickly for her personal pace. So I’ve set those both aside and am just using the techniques outlined in Mathematics: An Instrument for Living Teaching. We’re following the steps explained in there for each number:

    1. identify the number in objects in the room (find 3 of something),
    2. count out that many objects from manipulative of choice,
    3. count forwards and backwards to and from that number,
    4. work with manipulatives to make various combinations with that number (both add and subtract),
    5. work with imaginary items to make the same various combinations,
    6. work with pure numbers and symbols.

    Trying to implement Charlotte’s principles as we go along:

    • Very little writing; mostly oral work.
    • Make the little combination scenarios relevant to the student’s experiences.
    • Continue to review all we’ve done up to this point.
    • Short lessons.
    • Move slowly at the student’s pace to secure the ground beneath her feet.
    • Use a variety of manipulatives.
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