Mathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers.

This study looked at how autistic 8th graders perform in different types of math compared to other students with similar math skills. Autistic students were better and faster at visual math problems like identifying shapes, but struggled more with word problems that had complex language. They enjoyed geometry problems more but showed less persistence with math overall. This suggests autistic students have visual math strengths but need extra support with word problems and staying motivated.

This study analyzed 2017 eighth-grade National Assessment of Education Progress data to examine mathematics performance patterns in autistic students receiving special education services. Compared to general education peers with equivalent math proficiency, autistic students demonstrated superior performance and faster response times on visuospatial math problems (e.g., identifying geometric figures). However, they performed worse on word problems involving complex language or social contexts. Autistic students reported higher enjoyment when solving problems related to calculating areas of shapes but showed lower mathematical persistence overall.

The findings highlight specific cognitive strengths in visual-spatial processing while identifying challenges with linguistically complex mathematical tasks and sustained mathematical engagement.

Findings suggest math instruction for autistic students should leverage visuospatial strengths while providing additional scaffolding for linguistically complex word problems. Interventions should focus on building mathematical persistence and sustained engagement while capitalizing on demonstrated interests in geometry-based problems.

Sample size not reported. Study type unclear from abstract. Uses secondary analysis of existing assessment data which may limit depth of autism-specific insights. No information provided about autism diagnosis verification or severity levels within the sample.

For autistic students receiving special education services, little is known about their relative strengths, weaknesses, and enjoyment across different math content areas; their overall math interest and persistence are also not well-studied. Using the 2017 eighth-grade National Assessment of Education Progress data, this study finds, relative to general education peers with the same math proficiency level, autistic students scored higher and exhibited faster speed in solving visuospatial problems (e.g. identifying figures), but scored lower on math word problems with complex language or social context. Autistic students reported a higher level of enjoyment in solving math problems related to finding areas of shapes or figures but a lower level of persistence than their non-autistic, general education peers. Our work points out the need to help autistic students overcome their weaknesses in word problems and develop their mathematical persistence.