Technology in teaching mathematics to students with ASD/ADHD in Ecuador and Spain

The study investigates the impact of adaptive technology aids on the learning of mathematics for children with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) in Spain and Ecuador. The mixed-method design was employed via a sample of 340 children, 9-14 years old, split evenly across Spain and Ecuador. Students utilized apps including Smartick, Matific, and virtual reality in Spain and Prodigy Math and Google Expeditions in Ecuador for a period of six months. There were significant gains on outcome measures of mathematical skill and intrinsic motivation in all groups, with effect sizes in Spain (d=2.12–2.19) larger than those in Ecuador (d=1.54–1.61). Mediators were technological infrastructure, teacher training, and institutional support, which were stronger in Spain. Qualitative findings underscored Ecuadoran concerns of low device utilization and connectivity, with additional Spanish rollout without concern also being noted by more resourced educators. The study emphasizes the potential of technology in education for facilitating neurodivergent learning but creates a need for equity of access in the form of teacher training specifically crafted, and policy contextualization for maximum gain.