[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-138822-es":3,"doc-seo-138822-110":31,"detail-sidebar-cat-0-es-110":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},138822,1374391974585,"Genevieve","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",41,"Investigación e Informes","Implementación de un Taller de Resolución de Problemas con Estudiantes TEA Nivel 1 Empleando Estrategias Heurísticas","Esta investigación presenta el diseño e implementación de un taller de resolución de problemas en el que participaron cuatro estudiantes de educación primaria con trastorno del espectro autista nivel 1. Los problemas seleccionados se resuelven mediante estrategias heurísticas. El taller, organizado en doce sesiones a lo largo de siete meses, integra materiales TEACCH para apoyar el proceso. Se analizan unidades de información de videograbaciones y producciones, categorizándolas según heurísticos y fases de resolución, evidenciando generalizaciones, resolución marcha atrás y ensayo y error, con impacto en funciones ejecutivas como memoria de trabajo, organización y atención sostenida.","Journal of Research in Mathematics Education Volume 15, Issue 2, 24th June 2026, Pages 125-146  The Author(s) 2026  \n[http://dx.doi.org/10.17583/redimat.18270](http://dx.doi.org/10.17583/redimat.18270)  \nImplementation of a Problem-Solving Workshop with ASD Level 1 Students using Heuristic Strategies  \nÁngeles Chico-Gómez 1   \n[https://orcid.org/0000-0001-8514-3008](https://orcid.org/0000-0001-8514-3008)  \nNuria Climent-Rodríguez1   \n[https://orcid.org/0000-0002-0064-1452](https://orcid.org/0000-0002-0064-1452)  \nInmaculada Gómez-Hurtado 1   \n[https://orcid.org/0000-0002-0843-5784](https://orcid.org/0000-0002-0843-5784)  \n1)University of Huelva, Spain  \nAbstract  \nThis research presents the design and implementation of a problem-solving workshop in which four primary school students with autism spectrum disorder-level 1 participated. The problems selected to be solved in the workshop involved the use of heuristic strategies. The workshop design took into account the characteristics that the specific literature associates with this neurodevelopmental disorder, and during its twelve sessions organised over seven months, TEACCH materials were used to support the students' problem-solving process. Units of information were extracted from the video recordings of the sessions and the students' work. These are categorised according to the heuristics implemented by the ASD students and the different phases of resolution. The results show evidence of problem-solving skills that manifest themselves in establishing generalisations, solving backwards and through trial and error, which drive executive functions such as working memory, organisation and sustained attention, highlighting the suitability of this type of task for ASD students.  \nKeywords  \nInclusive mathematics, executive functions, heuristics, teacch material  To cite this article: Chico-Gómez, A., Climent, N. & Gómez-Hurtado, I. (2026) . Implementation of a Problem-Solving Workshop with ASD Level 1 Students using Heuristic. Journal of Research in Mathematics Education, 15(2), pp. 125-146.  \n[http://dx.doi.org/10.17583/redimat.18270](http://dx.doi.org/10.17583/redimat.18270)  \nCorresponding author(s): Ángeles Chico Gómez  \nContact address: angeles.chico@ddi.uhu.es  \nJournal of Research in Mathematics Education  \nVolumen 15, Número 2, 24 de junio de 2026, Páginas 125-146  Autor(s) 2026  \n[http://dx.doi.org/10.17583/redimat.18270](http://dx.doi.org/10.17583/redimat.18270)  \nImplementación de un Taller de Resolución de Problemas con Estudiantes TEA Nivel 1 Empleando Estrategias Heurísticas  \nÁngeles Chico-Gómez 1   \n[https://orcid.org/0000-0001-8514-3008](https://orcid.org/0000-0001-8514-3008)  \nNuria Climent-Rodríguez1   \n[https://orcid.org/0000-0002-0064-1452](https://orcid.org/0000-0002-0064-1452)  \nInmaculada Gómez-Hurtado 1   \n[https://orcid.org/0000-0002-0843-5784](https://orcid.org/0000-0002-0843-5784)  \n1)Universidad de Huelva, España  \nResumen  \nEsta investigación presenta el diseño e implementación de un taller de resolución de problemas en el que participaron cuatro estudiantes de educación primaria con trastorno del espectroautista nivel 1. Los problemas que se seleccionan para ser resueltos en el taller involucran el uso de estrategias heurísticas. El diseño del taller contempló las características que la literatura específica asocia a este trastorno del neurodesarrollo, y durante sus doce sesiones organizadasen siete meses se emplearon materiales TEACCH para apoyar el proceso de resolución de los estudiantes. Se extraen unidades de información de la videograbación de las sesiones y las producciones de los estudiantes. Estas se categorizan atendiendo a los heurísticos puestos en marcha por los estudiantes TEA y las distintas fases de resolución. Los resultados señalan evidencias de habilidades como resolutores que se manifiestan al establecer generalizaciones, resolver marcha atrás y mediante ensayo y error, que impulsan funciones ejecutivas como lamemoria de trabajo","cbCaib3kHgKeelS8","https://ap.wps.com/l/cbCaib3kHgKeelS8","pdf",841916,2,1,24,"Spanish","es",110,"# Resumen\n## Diseño e implementación del taller de resolución de problemas\n## Estrategias heurísticas y uso de materiales TEACCH\n## Análisis de datos y categorización por heurísticos y fases\n## Resultados y evidencia sobre habilidades y funciones ejecutivas","[{\"question\":\"¿Quiénes participaron en el taller de resolución de problemas?\",\"answer\":\"Participaron cuatro estudiantes de educación primaria con trastorno del espectro autista (TEA) nivel 1.\"},{\"question\":\"¿Qué papel desempeñan las estrategias heurísticas en el taller?\",\"answer\":\"Las estrategias heurísticas guían el pensamiento y la planificación de acciones, permitiendo abordar los problemas por distintos caminos durante el proceso de resolución.\"},{\"question\":\"¿Qué materiales se emplearon para apoyar el proceso?\",\"answer\":\"Se emplearon materiales TEACCH a lo largo de doce sesiones organizadas durante siete meses.\"}]","Implementación de un Taller de Resolución de Problemas con Estudiantes TEA Nivel 1 Empleando Estrategias Heurísticas | 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