Why is teaching math to my child difficult? Experiences from mothers of children with autism spectrum.

INTRODUCTION

Children's mathematics learning processes are significantly shaped by parental involvement in their home environments. In the context of children with autism, this process takes on a unique structure owing to individual characteristics and learning dynamics. However, the literature offers limited findings regarding how parents of children with autism structure mathematics instruction and the strategies they use. This study aimed to examine the perceptions of parents of children with autism regarding mathematics instruction and the teaching approaches and strategies they use at home to teach mathematics. In addition, it addresses how autism-specific characteristics affect the mathematics teaching process.

METHODS

This study used a qualitative research approach to examine mothers' experiences and perceptions of the processes of learning and teaching mathematics at home for children with autism.

RESULTS

The findings indicate that parents mostly teach mathematics in the context of daily life, using natural and interaction-based approaches. Game-based practices, asking questions, and using concrete materials were the strategies most frequently employed by the participants. Moreover, mothers perceived certain autism-related characteristics as influencing the mathematics teaching process at home.

CONCLUSION

It was determined that parents require professional support during the mathematics teaching process. Additionally, mothers perceive school as a more effective learning environment than home for teaching mathematics, value school-family cooperation, and believe that peer interaction plays a supportive role.