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Review of Empirical Research on the Concrete-Representational-Abstract Teaching Strategy in Improving Mathematical Ability of Children with Autism Spectrum Disorder

Jinsha Xie, Ying Liu
Scientific Journal of Humanities and Social Sciences, (2026), Vol.8, No.7, pp.299-307
Published: August 10, 2026
DOI: 10.54691/7ky48z06
PDF: Download Full Text PDF
Abstract

On the basis of a systematic review of 12 pieces of empirical research abroad, it was found that current research objects were limited to specific age groups, the design forms were monotonous, and most of them were carried out with the accompaniment of professionals, the tasks were completed in a controlled environment, the targets focused on basic skills and the strategy application was limited, and the effect evaluation system was not yet perfect. Research should promote the diversity of intervention targets to broaden strategy application in the future, try different design methods and standardized design operation processes, explore the goal of stratification to increase research depth, design natural diverse collaborative intervention plan and conduct multi-faceted result verification‌, improve multi-dimensional effect verification, and provide enlightenment for intervention practices in China.

Keywords: Concrete-representational-abstract teaching strategy; mathematical ability; children with autism spectrum disorder.
APA Citation: Jinsha Xie, Ying Liu (2026). Review of Empirical Research on the Concrete-Representational-Abstract Teaching Strategy in Improving Mathematical Ability of Children with Autism Spectrum Disorder. Scientific Journal of Humanities and Social Sciences, 8(7), 299-307. https://doi.org/10.54691/7ky48z06

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