Impacto de los Actos Comunicativos Dialógicos en la Argumentación Matemática del Alumnado con Trastorno del Espectro Autista. Un estudio de Caso sobre Educación Inclusiva

Authors

  • Luis Díaz Rodríguez NA
  • Javier Díez Palomar University of Barcelona
  • Silvia Evelyn Ward Bringas Universidad Pedagógica del Estado de Sinaloa
  • Laura Natividad Sancho Rovira i Virgili Univerity

https://doi.org/10.17583/remie.9731

Abstract

Inclusive education aims to improve the presence, participation and learning of all students. Drawing on this perspective this paper focus on the learning of mathematics, thus we analyze how communicative acts impact on the mathematical reasoning carried out by Asperger’s syndrome students when working within Interactive Groups (IG). We used a qualitative methodological approach. We conducted a case study, using observation as methodological instrument. Results suggest that all students (the ones participating in the study as well as their peers) actively and collaboratively participate within the IG in solving problems. In order to do that, they use dialogic communicative acts, and they build arguments. After the discussion drawing on the fieldwork, and previous research and theories, we can claim that the dialogic communicative acts carried out within the IGs improve mathematics reasoning, thus, mathematics learning of Asperger’ syndrome students. We conclude that IGs are an inclusive successful educational action.

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Published

2022-06-15
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Díaz Rodríguez, L., Díez Palomar, J., Ward Bringas, S. E. ., & Natividad Sancho, L. (2022). Impacto de los Actos Comunicativos Dialógicos en la Argumentación Matemática del Alumnado con Trastorno del Espectro Autista. Un estudio de Caso sobre Educación Inclusiva. Multidisciplinary Journal of Educational Research, 12(2). https://doi.org/10.17583/remie.9731

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