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Using 2017 eighth-grade National Assessment of Education Progress data, the study compares autistic students with general-education peers at the same proficiency level, finding faster visuospatial problem-solving and higher enjoyment for shape/figure area tasks, but weaker performance and lower persistence for complex math word problems. Results emphasize support for word-problem skills and developing sustained mathematical persistence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mathematics-performance-response-time-and-enjoyment-of-eighth-grade-autistic-students-and-their-general-education-peers/595210/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mathematics-performance-response-time-and-enjoyment-of-eighth-grade-autistic-students-and-their-general-education-peers/595210.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study compare autistic students and general-education peers?","Question",{"text":112,"@type":113},"It uses 2017 eighth-grade National Assessment of Education Progress data and compares autistic students with general-education peers who have the same math proficiency level.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What math content areas show stronger performance for autistic students?",{"text":117,"@type":113},"Autistic students score higher and show faster speed on visuospatial problems, such as identifying figures, compared with peers at the same proficiency level.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges and motivational differences are highlighted?",{"text":121,"@type":113},"Autistic students score lower on math word problems with complex language or social context, report higher enjoyment for certain geometry-related tasks, and show lower persistence than their non-autistic peers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595210,1792708181,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Original Article  \nMathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers  \nAutism  \n2023, Vol. 27(8) 2518–2529 © The Author(s) 2023  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/13623613231168241](DOI: 10.1177/13623613231168241)[ ](DOI: 10.1177/13623613231168241)[journals.sagepub.com/home/aut](journals.sagepub.com/home/aut)  \nXin Wei 1, Susu Zhang2, Jihong Zhang3 and Jennifer Yu 1  \nAbstract  \nFor 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 wellstudied. 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.  \nKeywords  \nautism, enjoyment, interest, math performance, persistence, time, visuospatial skills, word problems  \nAlthough popular media portrayals often stereotype autistic individuals as more likely than the general population to be good at math (Moore, 2006; Morton, 2001; Ross, 2006; Safer, 2012), research evidence is mixed on the general math abilities of autistic individuals. A study summarizing the literature shows they may have lower math ability than the general population (Chiang & Lin, 2007) . In contrast, some studies find no difference in math abilities between autistic individuals and their typically developing peers across a wide age range, from preschools (Titeca et al., 2015; Titeca et al., 2014) and school-age children (May et al., 2015; Mayes & Calhoun, 2007) to adults (Goldstein et al., 2001; Tops et al., 2017) . A study finds that autistic students excel in math, with scores of 1.3 standard deviations (SDs) above the normed sample on overall math proficiency (Assouline et al., 2012) .  \nIn addition to general math performance, studies that involve subgroups of autistic students reveal strengthsand weaknesses in specific areas of math skills. Some autistic individuals show strong math ability in doing rapid numerical calculations (Baron-Cohen et al., 2007; Chia, 2012; Iuculano et al., 2014; Wei, Christiano, Yu, Wagner, & Spiker, 2014) but others show either equivalent performance (Gagnon et al., 2004) or worse performance (Aagten-Murphy et al., 2015; Bullen et al., 2020)  \nthan the non-autistic group. Some studies found autistic individuals good at visuospatial abilities (Caron et al., 2004; Mitchell & Ropar, 2004; Shah & Frith, 1983, 1993; Soulières et al., 2011; Stevenson & Gernsbacher, 2013) . For example, Shah and Frith (1983, 1993) report better performance on embedded figure tests among 20 autistic adolescents and block design tests among 20 autistic adults ages 15–25. Mitchell and Ropar (2004) found that autistic students appear faster at searching for feature and conjunctive targets in a visual array when compared with their non-autistic peers. Despite these strengths in numerical calculation and visuospatial awareness, studies reveal that some autistic students appear to struggle with other math skills. Some struggle with word problems and everyday math knowledge (Bae et al., 2015; Wei, Christiano,  \n1 SRI International, USA  \n2University of Illinois Urbana–Champaign, USA 3University of Iowa, USA  \n*J","cbCaiscUYIPwuAwp","https://ap.wps.com/l/cbCaiscUYIPwuAwp","pdf",569925,12,"English","# Abstract\n## Research question and data source\n## Key findings: visuospatial problems and word problems\n## Enjoyment and persistence implications\n# Keywords","[{\"question\":\"How does the study compare autistic students and general-education peers?\",\"answer\":\"It uses 2017 eighth-grade National Assessment of Education Progress data and compares autistic students with general-education peers who have the same math proficiency level.\"},{\"question\":\"What math content areas show stronger performance for autistic students?\",\"answer\":\"Autistic students score higher and show faster speed on visuospatial problems, such as identifying figures, compared with peers at the same proficiency level.\"},{\"question\":\"What challenges and motivational differences are highlighted?\",\"answer\":\"Autistic students score lower on math word problems with complex language or social context, report higher enjoyment for certain geometry-related tasks, and show lower persistence than their non-autistic peers.\"}]","Mathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers | PDF",1792080637]