Introduction As the amounts of diagnosis of autism spectrum disorder increases and most student with this disorder are enrolled in typical schools, teachers and educators experience challenges in teaching, managing and improving developmental skills and ensuring academic success for all students. In this paper, my focus is elucidating my future professional setting as a teacher in first grade and identifying mathematic challenges in children with ASD while create and provide some great strategies as a first-grade teacher to promote these children achievement through reviewing the article by Titeca, Roeyers, Josephy, Ceulemans, and Desoete in 2014. Authors in this paper examined the perspective value of five early numerical competencies for four domains of mathematics in first grade. Having knowledge about ASD and their symptoms is necessary for educators to design useful strategies for these children. Autism spectrum disorders are described by persistent deficits in social communication and social interaction, together with restrictive, repetitive behavior patterns, interests or activities (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2714). Based on the ASD definition we can predict and clarify which part of dren with ASD while create and provide some great strategies as a first-grade teacher to promote these children achievement through reviewing the article by Titeca, Roeyers, Josephy, Ceulemans, and Desoete in 2014. Authors in this paper examined the perspective value of five early numerical competencies for four domains of mathematics in first grade. Having knowledge about ASD and their symptoms is necessary for educators to design useful strategies for these children. Autism spectrum disorders are described by persistent deficits in social communication and social interaction, together with restrictive, repetitive behavior patterns, interests or activities (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2714). Based on the ASD definition we can predict and clarify which part of brain affected by autism. Regarding to each part of brain and lobes, all areas are having complex networks and specific responsibilities while working together and have collaboration to support human. Referring to the brain and cognitive development class notes, 2017, cerebellum which located at the back of brain is responsible for motor activity, regulates balance, body movement and the muscles used for speaking. Also, Hippocampus which is responsible to remember new information and new events. In addition, other areas in brain such as cerebral cortex, frontal cortex, amygdala and brain stem are affected in children with autism. As this paper’s purpose, we need to identify which part of brain is for math learning. By knowing the brain functions, it is clear that there are no math part in brain but we can see all the parts are working together and aid a human to learn math. There are some specific areas such as: parietal cortex, frontal cortex, occipital cortex which their functions may support learning (Shah, 2019). Mathematics competencies Regarding to current article, authors identified five early numerical competencies, namely verbal subitizing, counting abilities, magnitude comparison, estimation, and arithmetic operations. Verbal subitizing can be described as the fast, automatic and accurate enumeration of small quantities of up to three (or four) items (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2715). Counting has many influence for the developmental of adequate mathematical skills and known as ability to determine and have sense of numbers and able to tag them based on number words. Magnitude comparison known as the ability to classify two quantities in order to identify the largest of both items. Estimation is most measured using a number line task and arithmetic operations involve the ability to perform basic addition and subtraction transformation exercises (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2715). Difficulty in mathematics in children can appear in four domains of math such as number sense, number fact, calculation and mathematical reasoning. mathematic challenges in children with ASD while create and provide some great strategies as a first-grade teacher to promote these children achievement through reviewing the article by Titeca, Roeyers, Josephy, Ceulemans, and Desoete in 2014. Authors in this paper examined the perspective value of five early numerical competencies for four domains of mathematics in first grade. Having knowledge about ASD and their symptoms is necessary for educators to design useful strategies for these children. Autism spectrum disorders are described by persistent deficits in social communication and social interaction, together with restrictive, repetitive behavior patterns, interests or activities (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2714). Based on the ASD definition we can predict and clarify which part of brain affected by autism. Regarding to each part of brain and lobes, all areas are having complex networks and specific responsibilities while working together and have collaboration to support human. Referring to the brain and cognitive development class notes, 2017, cerebellum which located at the back of brain is responsible for motor activity, regulates balance, body movement and the muscles used for speaking. Also, Hippocampus which is responsible to remember new information and new events. In addition, other areas in brain such as cerebral cortex, frontal cortex, amygdala and brain stem are affected in children with autism. As this paper’s purpose, we need to identify which part of brain is for math learning. By knowing the brain functions, it is clear that there are no math part in brain but we can see all the parts are working together and aid a human to learn math. There are some specific areas such as: parietal cortex, frontal cortex, occipital cortex which their functions may support learning (Shah, 2019). Mathematics competencies Regarding to current article, authors identified five early numerical competencies, namely verbal subitizing, counting abilities, magnitude comparison, estimation, and arithmetic operations. Verbal subitizing can be described as the fast, automatic and accurate enumeration of small quantities of up to three (or four) items (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2715). Counting has many influence for the developmental of adequate mathematical skills and known as ability to determine and have sense of numbers and able to tag them based on number words. Magnitude comparison known as the ability to classify two quantities in order to identify the largest of both items. Estimation is most measured using a number line task and arithmetic operations involve the ability to perform basic addition and subtraction transformation exercises (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2715). Difficulty in mathematics in children can appear in four domains of math such as number sense, number fact, calculation and mathematical reasoning. brain affected by autism. Regarding to each part of brain and lobes, all areas are having complex networks and specific responsibilities while working together and have collaboration to support human. Referring to the brain and cognitive development class notes, 2017, cerebellum which located at the back of brain is responsible for motor activity, regulates balance, body movement and the muscles used for speaking. Also, Hippocampus which is responsible to remember new information and new events. In addition, other areas in brain such as cerebral cortex, frontal cortex, amygdala and brain stem are affected in children with autism. As this paper’s purpose, we need to identify which part of brain is for math learning. By knowing the brain functions, it is clear that there are no math part in brain but we can see all the parts are working together and aid a human to learn math. There are some specific areas such as: parietal cortex, frontal cortex, occipital cortex which their functions may support learning (Shah, 2019). Mathematics competencies Regarding to current article, authors identified five early numerical competencies, namely verbal subitizing, counting abilities, magnitude comparison, estimation, and arithmetic operations. Verbal subitizing can be described as the fast, automatic and accurate enumeration of small quantities of up to three (or four) items (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2715). Counting has many influence for the developmental of adequate mathematical skills and known as ability to determine and have sense of numbers and able to tag them based on number words. Magnitude comparison known as the ability to classify two quantities in order to identify the largest of both items. Estimation is most measured using a number line task and arithmetic operations involve the ability to perform basic addition and subtraction transformation exercises (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2715). Difficulty in mathematics in children can appear in four domains of math such as number sense, number fact, calculation and mathematical reasoning. human. Referring to the brain and cognitive development class notes, 2017, cerebellum which located at the back of brain is responsible for motor activity, regulates balance, body movement and the muscles used for speaking. Also, Hippocampus which is responsible to remember new information and new events. In addition, other areas in brain such as cerebral cortex, frontal cortex, amygdala and brain stem are affected in children with autism. As this paper’s purpose, we need to identify which part of brain is for math learning. By knowing the brain functions, it is clear that there are no math part in brain but we can see all the parts are working together and aid a human to learn math. There are some specific areas such as: parietal cortex, frontal cortex, occipital cortex which their functions may support learning (Shah, 2019). Mathematics competencies Regarding to current article, authors identified five early numerical competencies, namely verbal subitizing, counting abilities, magnitude comparison, estimation, and arithmetic operations. Verbal subitizing can be described as the fast, automatic and accurate enumeration of small quantities of up to three (or four) items (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2715). Counting has many influence for the developmental of adequate mathematical skills and known as ability to determine and have sense of numbers and able to tag them based on number words. Magnitude comparison known as the ability to classify two quantities in order to identify the largest of both items. Estimation is most measured using a number line task and arithmetic operations involve the ability to perform basic addition and subtraction transformation exercises (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2715). Difficulty in mathematics in children can appear in four domains of math such as number sense, number fact, calculation and mathematical reasoning. brain such as cerebral cortex, frontal cortex, amygdala and brain stem are affected in children with autism. As this paper’s purpose, we need to identify which part of brain is for math learning. By knowing the brain functions, it is clear that there are no math part in brain but we can see all the parts are working together and aid a human to learn math. There are some specific areas such as: parietal cortex, frontal cortex, occipital cortex which their functions may support learning (Shah, 2019). Mathematics competencies Regarding to current article, authors identified five early numerical competencies, namely verbal subitizing, counting abilities, magnitude comparison, estimation, and arithmetic operations. Verbal subitizing can be described as the fast, automatic and accurate enumeration of small quantities of up to three (or four) items (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2715). Counting has many influence for the developmental of adequate mathematical skills and known as ability to determine and have sense of numbers and able to tag them based on number words. Magnitude comparison known as the ability to classify two quantities in order to identify the largest of both items. Estimation is most measured using a number line task and arithmetic operations involve the ability to perform basic addition and subtraction transformation exercises (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2715). Difficulty in mathematics in children can appear in four domains of math such as number sense, number fact, calculation and mathematical reasoning. brain affected by autism. Regarding to each part of brain and lobes, all areas are having complex networks and specific responsibilities while working together and have collaboration to support human. Referring to the brain and cognitive development class notes, 2017, cerebellum which located at the back of brain is responsible for motor activity, regulates balance, body movement and the muscles used for speaking. Also, Hippocampus which is responsible to remember new information and new events. In addition, other areas in brain such as cerebral cortex, frontal cortex, amygdala and brain stem are affected in children with autism. As this paper’s purpose, we need to identify which part of brain is for math learning. By knowing the brain functions, it is clear that there are no math part in brain but we can see all the parts are working together and aid a human to learn math. There are some specific areas such as: parietal cortex, frontal cortex, occipital cortex which their functions may support learning (Shah, 2019). Mathematics competencies Regarding to current article, authors identified five early numerical competencies, namely verbal subitizing, counting abilities, magnitude comparison, estimation, and arithmetic operations. Verbal subitizing can be described as the fast, automatic and accurate enumeration of small quantities of up to three (or four) items (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2715). Counting has many influence for the developmental of adequate mathematical skills and known as ability to determine and have sense of numbers and able to tag them based on number words. Magnitude comparison known as the ability to classify two quantities in order to identify the largest of both items. Estimation is most measured using a number line task and arithmetic operations involve the ability to perform basic addition and subtraction transformation exercises (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2715). Difficulty in mathematics in children can appear in four domains of math such as number sense, number fact, calculation and mathematical reasoning. human. Referring to the brain and cognitive development class notes, 2017, cerebellum which located at the back of brain is responsible for motor activity, regulates balance, body movement and the muscles used for speaking. Also, Hippocampus which is responsible to remember new information and new events. In addition, other areas in brain such as cerebral cortex, frontal cortex, amygdala and brain stem are affected in children with autism. As this paper’s purpose, we need to identify which part of brain is for math learning. By knowing the brain functions, it is clear that there are no math part in brain but we can see all the parts are working together and aid a human to learn math. There are some specific areas such as: parietal cortex, frontal cortex, occipital cortex which their functions may support learning (Shah, 2019). Mathematics competencies Regarding to current article, authors identified five early numerical competencies, namely verbal subitizing, counting abilities, magnitude comparison, estimation, and arithmetic operations. Verbal subitizing can be described as the fast, automatic and accurate enumeration of small quantities of up to three (or four) items (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2715). Counting has many influence for the developmental of adequate mathematical skills and known as ability to determine and have sense of numbers and able to tag them based on number words. Magnitude comparison known as the ability to classify two quantities in order to identify the largest of both items. Estimation is most measured using a number line task and arithmetic operations involve the ability to perform basic addition and subtraction transformation exercises (Titeca, Roeyers, Josephy, Ceulemans, & Desoete, 2014, p. 2715). Difficulty in mathematics in children can appear in four domains of math such as number sense, number fact, calculation and mathematical reasoning.

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