Using Diagram Drawing Techniques to Develop Mathematics Word Problem Solving Skills of Phatom Suksa 1 Students at Autistic Chiang Mai School

Abstract

 The purpose of this study was to examine the addition and subtraction word-problem solving skills within 0–100 of three Grade 1 autistic students at Chiang Mai Autism School and to develop lesson plans using diagram-drawing techniques to enhance these skills. Research instruments included diagram-based lesson plans and worksheets, and data were analyzed using mean scores and percentages.

          The findings indicated that the diagram-drawing lessons were effective in improving students’ word-problem solving performance. The students achieved an average score of 2.26 (75.25%), which exceeded the established criterion of 70%, demonstrating that structured diagram-drawing strategies supported their mathematical understanding and problem-solving ability.
Developmental recommendations include 1) Application in special education classrooms: Special education teachers can apply diagram-drawing techniques in mathematics instruction, particularly in teaching addition and subtraction word problems, to help autistic learners better understand problems and solve them systematically. 2) Adaptation for learners with varying ability levels: The complexity of word problems and diagram formats should be adjusted to match learners’ abilities, such as using simple and clear diagrams for students with lower foundational skills and more complex diagrams for higher-ability learners. 3) Integration with other subjects: Diagram-drawing techniques can be applied across various subjects, such as drawing circuits or experimental processes in science, story mapping in Thai language, or concept mapping in social studies, to promote systematic thinking and effective communication of key information.