Task instrument that support children's gesture with special needs learning mathematics

Mathematics learning is essential for children with Special Needs (CSN). In this study, we are focused on autism. All students must have the opportunity and support needed to study mathematics in-depth, which is done in task instrument development. The learning process on the CSN is not as easy as normal children. The learning process of CSN, in particular mathematics learning, requires a strategy or a special treatment according to their needs. Because, specifically, the CSN has difficulty understanding the meaning of mathematical symbols, so teachers must be able to teach mathematics in a concrete and straightforward definition of symbols by using parables in real. This research aims to describe the form of instruments that can support the CSN gesture in mathematics learning, so we hope that the mathematical learning process can be meaningful and enjoyable. We use observation techniques to collect data. We give instrument tasks as learning media for CSN in doing math tasks given by teachers. Observations were performed explicitly against the CSN gesture when working on the task. Furthermore, the data is analyzed exploratively by describing the instruments' forms of mathematics. The research's results are in the form of instrument development that supports CSN gesture learning mathematics.