Engaging a third-grade student with autism spectrum disorder in an error finding activity

Abstract

This paper describes a case study of one mainstreamed third grade student with autism spectrum disorder (ASD) and his ability to explain his solutions for two-digit addition problems, and find and explain the mistake when presented with incorrectly solved addition problems. The study is presented as a counterexample to deficit views of ASD, views that focus on lack of communication skills, not being able to see someone else’s point of view, and poor executive functions. Each encounter with the student is analyzed in two ways, first analyzing his mathematical knowledge, and then analyzing obstacles the student faces that are associated with ASD. Some obstacles are overcome by the student on his own and others are overcome with the help of the researcher, who responds to the student’s thinking, and supports his endeavor to engage with a challenging activity.