Tabular representation in problem-solving with children diagnosed with Asperger Syndrome

This study reports a problem-solving experience with 4 students in the last cycle of primary education, who have been diagnosed with Asperger Syndrome. It is intended to work on different heuristics by implementing the tabular representation. Two resolutions are described and analyzed, applying a system of categories that relates the heuristics thriven through the tables with the abilities and needs associated to the Asperger Syndrome. The tabular representation allows for coping with the solving phases (identification, comprehension, planification, execution and checking) from the visual perspective, as well as it supports to overcome the difficulties linked to deficits in central coherence and executive functioning, generally associated to Asperger Syndrome.