Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (6): 818-825.doi: 10.16187/j.cnki.issn1001-4918.2021.06.08

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The Characteristics of Number Sense in 5~7 Years Old Children with Autism Spectrum Disorder

WANG Wei1, GONG Deying1,2, CHENG Chun3, CHEN Ke4, LI Yongxin5, YAN Jingjing6   

  1. 1. College of Education, Hangzhou Normal University, Hangzhou 311121;
    2. Faculty of Humanities and Social Sciences, City University of Macau, Macau 999078;
    3. College of Education, Zhejiang University, Hangzhou 310058;
    4. College of Business Administration, Henan University of Animal Husbandry and Economy, Zhengzhou 450044;
    5. School of Education, Henan University, Kaifeng 475001;
    6. Zhejiang Lin'an Special School, Lin'an 311300
  • Published:2021-11-16

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Abstract: The present study aimed to examine the ability of number sense in children with Autism Spectrum Disorder (ASD). 26 ASD children, 20 children with intellectual disability (ID), and 32 typical development (TD) children were measured with the Number Sense Test for Young Children. Results showed that:(1) the overall and dimensional development levels of ASD children's number sense were significantly lower than those of TD children, while were similar to those of ID children; (2) there was no significant difference in terms of each dimension of number sense in the three groups between 5~6 years and 6~7 years; (3) the development of quantity comparison, quantity estimation and size comparison in the three groups of children were at the leading level, while the development of analogical reasoning and size reasoning was relatively backward. In addition, the development of number sense in both ASD children and ID children was more synchronous in three dimensions (i.e., volume comparison, size reasoning, and analogical reasoning), while the development of volume comparison in TD children was significantly better than that of size comparison and analogical reasoning. These results suggested that the level of number sense in ASD children aged 5~7 years lagged behind that in TD children, and the development of number sense in each dimension was unbalanced and unsynchronized. This study revealed the developmental characteristics and needs of ASD children's number sense, which can provide reference for formulating intervention programs to improve ASD children's number sense ability and promote their math learning.

Key words: autism spectrum disorders, number sense, number sense assessment, preschool children

CLC Number: 

  • G442
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