Cognitive Predictors of Early Algebra Performance in Students With and Without Autism.

purposeStudents with autism spectrum disorder (ASD) are increasingly included in mainstream classrooms; however, little is known about how they approach early algebra tasks. This study investigates how different cognitive abilities support early algebraic thinking in students with and without ASD, focusing on performance in a figural pattern generalization task.

methodsThe sample comprised 52 children aged 6 to 12 years (26 with ASD and 26 without ASD), all without intellectual disabilities. Participants were assessed on working memory, processing speed, spatial reasoning, verbal reasoning, fluid reasoning, theory of mind, and mathematical age, which reflects early arithmetical ability relative to age-based expectations. Regression analyses were conducted to identify cognitive predictors of early algebra performance in each group.

resultsFor students without ASD, fluid reasoning and mathematical age were significant predictors of performance. In contrast, for students with ASD, spatial reasoning and theory of mind emerged as significant predictors. These findings indicate distinct cognitive pathways underlying early algebraic thinking across groups.

conclusionThe results demonstrate that cognitive predictors of early algebra differ meaningfully between students with and without ASD. These findings have important implications for inclusive education, highlighting the need to tailor instructional approaches to diverse cognitive profiles.