Hypersystemizing and Numerical Cognition on the Autism Spectrum

• In Event: Topics in Mathematics Education

Abstract

There is evidence to suggest that individuals with autism spectrum disorder (ASD) may be particularly inclined toward math proficiency, especially in adulthood. Many studies, however, have demonstrated that those with ASD struggle in math as children. This may indicate that, while many with ASD have the capacity to excel in math, only some overcome early setbacks to later arrive at proficiency. The present study provides early that this distinct trajectory of math acquisition is the result of a complex relationship between the ASD-related trait of systemizing and numerical cognition. Identification of the contributors to math deficiency and proficiency in ASD may inform interventions for a population that may be particularly inclined to excel.

Authors

• Benjamin Covington, Utah State University

• Kerry Jordan, Utah State University