The divergent reckoner the creative thinking of a child with ASD in solving mathematical problems in the multiplicative conceptual field

We identified aspects of the creative thinking of a ten-year-old ASD child when solving mathematical problems in the multiplicative field in interactive groups from the perspective of dialogic learning. This is a qualitative exploratory study in which the strategies used and solutions produced in order to respond to closed and open problems were analyzed. We concluded that the ASD child was able to create original, flexible, plausible strategies anchored in mathematical arguments, which was possible due to the presentation of unique internal aspects and aspects related to social interactions. The way in which he behaved in interactions, the mediation of adults and the differentiated cognitive style were drivers of creativity.