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All Journal Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi International Journal of Trends in Mathematics Education Research (IJTMER)
Carli, Ali
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Computer Science & IT Education Mathematics Other

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Pre Number Sense Learning for Autistic Children Damayanti, Nia Wahyu; Kusuma Putri, Andri Nur; Carli, Ali
International Journal of Trends in Mathematics Education Research Vol 8, No 1 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v8i1.402

Abstract

This study aims to explore the understanding of number sense among children with autism. Developing student intelligence is non-negotiable, as it enables them to compete at an international level. Equally important is the need to support these students in reaching their full potential, so they may live independently, take responsibility, and contribute as active citizens just like typically developing children. At the foundation of learning mathematics lies the understanding of basic number concepts, or pre-number sense. This study utilized an observational method based on the 3M approach: writing, choosing, and stating. The basic numbers tested with the autistic student ranged from 1 to 4. The child in this study exhibited motor impairments, which significantly affected performance particularly in the writing and stating tasks. The results showed that the student was unable to respond correctly using these methods, highlighting the need for adaptive strategies in early numeracy instruction for autistic learners.
Fostering Inclusive Mathematics Learning: A Lesson Study Approach Integrating the Wordwall Digital Platform for Special Needs Students Damayanti, Nia Wahyu; Carli, Ali
Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi Volume 14 Issue 1 April 2026
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/euler.v14i1.37499

Abstract

This study investigated the integration of the Wordwall digital interactive learning platform into a Lesson Study framework to enhance mathematics instruction for students with special needs. Conducted at a Special Education School (SLB), the research explored digital tools and collaborative teacher development improved student engagement, conceptual understanding, and motivation in learning basic mathematical concepts. A group of mathematics teachers participated in  lesson planning, classroom implementation, observation, and reflection, during which Wordwall was used to design interactive and accessible math activities tailored to students with diverse disabilities. Despite growing interest in inclusive education, few studies had examined how structured professional development models such as Lesson Study could be effectively integrated with digital platforms like Wordwall in special education contexts. This study addressed that gap by demonstrating that the strategic integration of these tools significantly enhanced students’ active participation and conceptual comprehension. The interactive features of Wordwall supported multisensory engagement and differentiated instruction, while the Lesson Study process facilitated sustained collaboration and adaptive teaching among educators. The findings suggest that integrating technology-enhanced learning with professional learning communities not only improved students’ outcomes, such as accuracy in basic computations, mathematical reasoning, and enthusiasm but also strengthened teachers' capacities in inclusive instructional design, reflective practice, and adaptive pedagogical strategies. These results showed insights for future research and practice, especially in developing inclusive models that digital technology and collaborative teaching to promote equity and quality in special education.
Co-Authors Kusuma Putri, Andri Nur