Impact of Dialogical Communicative Acts in the Mathematical Argumentation of Students with Autism Spectrum Disorder. A Case Study on Inclusive Education

Identificador:  imarina:9267362

Handle: https://hdl.handle.net/20.500.11797/imarina9267362

Autores:  Díaz Rodríguez, Luis; Díez Palomar, Javier; Ward Bringas, Silvia Evelyn; Natividad Sancho, Laura

Resumen:
Inclusive Education aims to improve the presence, participation and learning of all students. From this perspective, this article focuses on the learning of mathematics, for which it was analyzed how dialogical communicative acts impact the argumentation of mathematics of students with Autism Spectrum Disorder (ASD) during the development of Interactive Groups (IG). The research was carried out using the qualitative approach, with the case study method and using observation as an instrument. The results show that, in the development of the IG analyzed, both the student under study and her classmates participate actively and collaboratively in solving the mathematical task, for which they use dialogical communicative acts and build arguments. After the discussion between the data obtained, background and theories on which this research is focused, it can be affirmed that the dialogical communicative acts within the IG improve the mathematical argumentation and therefore the learning of the mathematics of the student. students with ASD, so it is concluded that the IG are an inclusive Educational Action of Success.