Cognitive Factors in Mathematical Skill Acquisition in Primary School Children with ASD

This is the authors' abstract. We don't add key points for this paper.

Difficulties in mastering mathematics are among the typical problems of school education for children with autism spectrum disorders (ASD). In this regard, the study of factors influencing the development of mathematical skills in children with ASD is of particular relevance. This review examines the role of key cognitive processes associated with the development of mathematical skills: visual-spatial abilities, executive functions, as well as symbolic and non-symbolic numerical magnitude processing skills. Analysis of the literature indicates that in children with ASD, executive functions and number processing are typically less developed compared to typical development. Visual-spatial abilities show high variability: a subgroup can be identified among children with ASD characterized by a cognitive profile with a peak in visual-spatial abilities. However, this profile is not universal, which complicates definitive comparative conclusions. It has been established that these cognitive factors, as in the norm, are positively associated with mathematical achievement in ASD. At the same time, the strength of these relationships and the interaction of the factors differ from those observed in typical development. The practical significance of this review lies in the fact that understanding the specifics of cognitive factors in mathematical development in ASD can contribute to the development of more effective teaching and intervention strategies.