Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study.
Quick metacognitive pop-ups in math software lift accuracy for autistic secondary students.
01Research in Context
What this study did
Howard et al. (2019) added metacognitive prompts to a classroom math game. The prompts reminded students of the goal, asked if their answer made sense, and suggested strategies.
Secondary students with autism and typical peers used the game during regular math class. The team then compared scores to a group who played the same game without the extra prompts.
What they found
Both autistic and typical students scored higher when the game gave metacognitive feedback. The boost showed up right away and held for the whole unit.
Students said the reminders helped them stop and check their work before clicking 'submit.'
How this fits with other research
Brosnan et al. (2016) found that autistic students often think wrong answers are right. The new study shows that simple computer prompts can fix this blind spot.
Wachob et al. (2015) and Fernández-Cobos et al. (2025) reported math struggles in younger autistic kids. Howard et al. (2019) shows the gap can close by high school when software adds metacognitive scaffolds.
Yakubova et al. (2015) also used classroom computers to teach math to autistic students. Their video modeling helped with fractions; the new study shows metacognitive cues help with broader math tasks.
Why it matters
You can add metacognitive prompts to any math software in minutes. Pop-ups that ask 'Does your answer make sense?' or 'What strategy did you use?' give autistic students the self-check habit that Brosnan et al. (2016) showed they lack. Try it next session: turn on feedback prompts in your online math tool and watch accuracy rise for both autistic and typical learners.
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02At a glance
03Original abstract
Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom.
Autism : the international journal of research and practice, 2019 · doi:10.1177/1362361317722028