The effect of learning by rotating station on problem solvingand memorization skills of mathematics in students withautism spectrum disorders

The aim of the present study was to investigate the effect of learning through arotating station on problem solving and memorization skills in mathematics and compare it with the traditionalmethod in seventh grade students with autism spectrum disorders.

Methods and Materials: 

The research method is quasi-experimental in which a pre-test-post-testdesign with a control group is used. The statistical population included all seventh grade students withautism spectrum disorders in two districts of Tehran in the academic year 1398-99 and numbered 30people. Selected from the available sampling method for seventh grade students and randomly divided intotwo groups; Were tested and witnessed. Data collection tool in this study was a test to measure the learningof mathematics, the validity of which was provided using the Delphi technique and its reliability was obtainedusing Cronbach's alpha test equal to 0.83.

Findings showed that learning through a rotating station has an effect on students' problem solvingskills (t = 2.69, P <0.05) and memorization (t = 5.80, P <0.001) in mathematics and improves it.

Based on this, it can be concluded that the use of new methods such as the rotating stationmethod for students who have disorders such as autism and are facing problems in learning can improvetheir academic performance and learn more.