Irene Polo Blanco

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Associate Professor

Universidad de Cantabria

Spain

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About

Dr. Irene Polo Blanco is an Associate Professor at Universidad de Cantabria in Spain. Her research focuses on cognitive and linguistic factors affecting early mathematics in individuals with Autism Spectrum Disorder. Recent articles include studies on instructional strategies to enhance problem-solving and algebraic thinking in students with autism. She is dedicated to advancing educational practices and understanding in the context of autism through evidence-based research.

Recent Grants

Grant: Close

“Resolución de problemas matemáticos en población con Trastorno del Espectro Autista: un estudio de casos y controles”.

Open Date: 2019-01-01

Close Date: 2020-01-01

Grant: Close

“Resolucion de problemas matemáticos en estudiantes con trastorno del espectro autista”.

Open Date:

Close Date:

Grant: Close

“Adaptaciones metodológicas para la enseñanza-aprendizaje de las matemáticas en alumnado con autismo y dificultades de lenguaje”.

Open Date:

Close Date:

Articles (24)

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2021

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2021

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SPAIN

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Eric Flores-Medrano

Profesor Visitante

Universidad Complutense de Madrid

SPAIN

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Inmaculada Gómez-Hurtado

Profesor sustituto interino

Universidad de Huelva

SPAIN

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Raul FERNANDEZ-COBOS

Assistant Professor

Universidad de Cantabria

SPAIN

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Irene Polo Blanco

Research Interests

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About

Recent Grants

Articles (24)

What Predicts Early Math in Autism? A Study of Cognitive and Linguistic Factors

The concrete-representational-abstract sequence for the acquisition of the cardinal principle in preschool children with autism

Strategies for solving multiplicative problems using a conceptual model-based problem-solving approach. A case study with a student with autism spectrum disorder

Effects of Modified Schema-Based Instruction to Teach Students With Autism to Solve Additive Compare Problems

Resolución de un problema de generalización por alumnado con trastorno del espectro autista

Effect of Multiple Representations to Promote Early Algebraic Thinking in Students with Autism

Solution of a Generalisation Problem by Students with Autism Spectrum Disorder,Resolución de un problema de generalización por alumnado con trastorno del espectro autista

Using modified schema-based instruction to teach problem-solving to students with autism and language impairments: a single case design study

Arguments of Students With Autism Spectrum Disorder When Comparing Simple Probabilities: a Case Study [Argumentos del Estudiantado con Trastorno del Espectro Autista al Comparar Probabilidades Simples: un Estudio de Casos]

Reseña: Convenio entre la SOMIDEM y la SEIEM: la cristalización de un camino de colaboraciones

Generalisation in students with autism spectrum disorder: an exploratory study of strategies

Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile

Teaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach

Strategies used by students with autism when solving multiplicative problems: an exploratory study

Experiencia de enseñanza de resolución de problemas de producto cartesiano con un estudiante con autismo

Generalisation in students with autism spectrum disorder: an exploratory study of strategies

Strategies used by students with autism when solving multiplicative problems: an exploratory study

Experiencia de enseñanza de resolución de problemas de producto cartesiano con un estudiante con autismo

Design of an interactive module based on the van hiele model: case study of the Pythagorean Theorem

Teaching Students With Mild Intellectual Disability to Solve Word Problems Using Schema-Based Instruction

Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities

Influencia del contexto en problemas de multiplicación y división: estudio de caso de un alumno con autismo

Instrucción basada en esquemas para la enseñanza de la resolución de problemas aditivos en estudiantes con trastorno del espectro autista: un estudio de caso

Teaching addition strategies to students with learning difficulties

Collaborators (8)

María C. Cañadas

María del Rocío Blanco Somolinos

Juncal Goñi-Cervera

Nuria Climent-Rodríguez

Alicia Bruno

Eric Flores-Medrano

Inmaculada Gómez-Hurtado

Raul FERNANDEZ-COBOS

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