摘要：The cognition process of students with autism spectrum disorder (ASD) in solving
mathematical problems is still rarely studied in depth, although the prevalence of
the students is increasing. The purpose of this research was to describe the
cognition processes of students with ASD in solving mathematical problems. The
subjects in this research are two high school students with high functioning ASD.
Data was gathered from task-based interviews. The cognition processes in solving
mathematical problems involved reading and paraphrasing the problems,
visualizing the problems and representing them in the form of drawings or
diagrams, determining the hypothesis to create a plan to solve the problems,
estimating or predicting an answer to the problem, completing computations, and
finally, checking to ensure the process of problem solving resulted in a correct
answer. Some characteristics of students with ASD were very perceptible during
mathematical problems solving process. Differences in intelligence of the both
subjects had a role in every process of cognition.
关键词：cognition process; autism spectrum disorder; mathematical problem solving;
teaching; learning
