Research On Mathematics Education Methods For Children With High Functional Autism

Autism is a group of psychological development disorders in the early childhood, characterized by impaired social interaction, verbal communication defects and stereotyped behaviors. The increasing media reports have attracted an extensive social attention on this problem as well as more researchers who focus their studies on children with autism. But among those researches, the quantity of study which focus on mathematics education is very scarce.In this paper, take Guangzhou Canna School as object, from the author's years of experience in mathematics teaching practice with children with autism, the author tries to discuss the methods in mathematics education to teach children with high-functioning autism(HFA). The purpose of this study are: a. to explore the defects and characteristics of mathematics cognition in children with HFA; b. to sum up teaching methods of mathematics for children with HFA; and c. to try to propose some suggestions, based on case analysis, on mathematics teaching for children with HFA.Based on review and comment on related research materials home and abroad, the study summarizes and introduces the current situation and achievements of study over autism home and abroad. Through questionnaire survey and interview, researchers summarize cognitive defects and the difference with common children in mathematical learning. Based on learning characteristics of HFA, combined with cases study, the thesis further introduces the mathematical education methods about HFA in teaching practice of Guangzhou Canna School. The main conclusion is as follows.1. In the aspects of mathematical language understanding and expression, class attention and learning habit, mathematical cognitive mode, ability of thinking, mathematical learning attitudes, acquisition of mathematical knowledge, there is significance difference between HFA and common children.2. Guangzhou Canna School refers to TEACCH, ABA and inclusive education and so on to help HFA to overcome learning barriers and learn basic mathematical knowledge.3. The development of mathematical ability of HFA is unbalanced. It is required to make appropriate adjustment over mathematical ability over HFA. Targeting at their advantages, explore further their mathematical potential and appropriate lower requirement is also suggested to achieve individualized teaching.