November 21st - Inquiry Project and Division by Zero

Inquiry Progress

My inquiry project is steadily progressing. I’ve collected and annotated my bibliography centered around equity and neurodiversity in the classroom. While neurodiversity encompasses a broad spectrum of conditions, I’ve chosen to focus more specifically on ADHD. Narrowing my scope should help me explore the intersection of academic challenges, flow states, and equitable strategies for these learners in greater depth.

During my Tuesday visits to Britannia, I’ve primarily been observing linear math recovery classes, which include a range of neurodivergent students. These small classes have provided a unique opportunity to connect with the kids on a personal level and gain insights into their learning processes. Observing their responses to teaching strategies has been particularly enlightening, and I’m excited to incorporate some of these interactions into my project.

I’ve also begun exploring sources that delve into the concept of flow states among neurodivergent students, especially those with ADHD. I hope to make some connections as flow states offer a way to deepen engagement. I’m excited to investigate whether fostering flow states in ADHD learners can create more equitable and effective educational environments.

Division By Zero Lesson

The Division by Zero lesson was an awesome lesson to think creatively and mathematically while grappling with the abstract nature of division and zero. This activity encouraged me to connect math to creative expression. Here’s the short poem I wrote to capture my reflections on division by zero:

Divide us into our tribes,
where unexplained boundaries lie,
Zero tolerance for these large divisions,
A zero-sum game where there are no winners.
Between the lines of division,
And zero’s void that shadows,
We seek finite spaces where our spirits blend,
Finding unity where the boundaries end.

Writing this poem was a meaningful way to reflect on how division and zero can serve as metaphors for both the challenges and possibilities in education.

Next Steps

As I continue my inquiry project, I’m looking forward to diving deeper into the relationship between flow states and learning for students with ADHD. I hope to connect my research findings with real-world observations and develop any strategies that may help create more equitable and engaging classrooms.

Annotated Bibliography

Trott, C. (2013). The neurodiverse mathematics student. In Transitions in Undergraduate Mathematics Education. Loughborough University Institutional Repository.

• This is a book chapter that explores the barriers and strengths of neurodiverse students in mathematics. It discusses practical strategies and real-world examples and, to some extent, has informed my understanding of how to address specific needs in teaching neurodiverse learners.

Lubienski, S. T. (2002). Research, reform, and equity in U.S. mathematics education. Mathematical Thinking and Learning, 4(2–3), 103–125. https://doi.org/10.1207/S15327833MTL04023_2

• This article critically examines systemic equity issues in math education, including socioeconomic and cultural disparities. It provides some foundation for understanding how systemic barriers impact neurodiverse students.

Hamilton, L. G., & Petty, S. (2023). Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis. Frontiers in Psychology, 14, 1123456. https://doi.org/10.3389/fpsyg.2023.1123456

• This article emphasizes the importance of compassionate teaching approaches and Universal Design for Learning (UDL) in supporting neurodiverse students. It provides some insights into inclusive educational environments that cater to diverse learning needs.

Friedman, L. M., Rapport, M. D., Orban, S. A., Eckrich, S. J., & Calub, C. A. (2018). Applied problem-solving in children with ADHD: The mediating roles of working memory and mathematical calculation. Journal of Abnormal Child Psychology, 46(3), 491–504. https://doi.org/10.1007/s10802-017-0312-7

• This study examines how working memory and mathematical calculation skills affect problem-solving abilities in children with ADHD. It provides insights into the cognitive processes affecting math performance in neurodiverse learners.

Bagacina, E. B., Kilag, O. K. T., Andrin, G. R., Vidal, E. E., Ondog, J. D., & Lopez, S. M. (2024). From method to equity: Rethinking mathematics assessment policies in education. Excellencia: International Multi-disciplinary Journal of Education, 2(1), 69–78. https://doi.org/10.12345/excellencia.v2i1.281

• This study examines the impact of various assessment methodologies on equity in mathematics education. It advocates for a balanced approach combining formative assessments and project-based evaluations.

Gunderson, E. A., & Sorhagen, N. S. (2020). Confidence is key: Unlocking the relations between ADHD symptoms and math performance. Journal of Educational Psychology, 112(3), 590–602. https://doi.org/10.1037/edu0000387

• This study explores the relationship between ADHD symptoms and mathematics performance, emphasizing the role of self-confidence. It provides insights into how enhancing confidence can mitigate the negative impact of ADHD.

Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105–117). Teachers College Press.

• This chapter explores how integrating students' community knowledge into mathematics instruction can promote equity.

Gkora, V. (2024). Advancing ADHD education: Autonomy, technology, and inclusive strategies. GSC Advanced Research and Reviews, 18(3), 101–111. https://doi.org/10.30574/gscarr.2024.18.3.0084

• This article explores technological interventions in primary education for students with ADHD. It underscores the significance of creating educational environments that promote autonomy and leverage technology to customize learning experiences to meet the unique needs of ADHD students.

Vithal, R., Brodie, K., & Subbaye, R. (2023). Equity in mathematics education. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-023-01504-4

• This paper provides a comprehensive review of equity in math education from 2017–2022. It addresses themes such as access, achievement, identity, and power in mathematics classrooms.

ADDitude Editors. (2022). Flow state vs. hyperfocus: Understanding your ADHD attention. ADDitude Magazine. Retrieved from https://www.additudemag.com/flow-state-vs-hyperfocus-adhd/

• This article explores the differences between flow states and hyperfocus in individuals with ADHD and provides strategies to encourage productive focus while managing the challenges of hyperfocus.

Neurodiverse Connection. (2024). Embracing autistic children’s monotropic flow states. Neurodiverse Connection Blog. Retrieved from https://ndconnection.co.uk/blog/embracing-autistic-childrens-monotropic-flow-states#:~:text=Embrace%20Flow%20States,and%20enjoy%20their%20learning%20experience

• This blog post explains how intense focus on specific interests is beneficial for autistic children in educational settings. It offers strategies for embracing and supporting these flow states to enhance engagement and learning outcomes.

Heasman, B., Williams, G., Charura, D., Hamilton, L. G., Milton, D., & Murray, F. (2024). Towards autistic flow theory: A non‐pathologising conceptual approach. Journal for the Theory of Social Behaviour. https://doi.org/10.1111/jtsb.12427

• This article explores the concept of flow states in autistic individuals.

November 14th - Dr. Kathryn Ricketts entrance slip

My first reaction to reading this article was absolute admiration for its title, Bitter Toughness and Fierce Love. It beautifully symbolizes the delicate balance between the harsh reality of teen pregnancy and the unyielding love of these young mothers. It reflects the resilience and the emotional strength needed to face such hard challenges at a young age while emphasizing the fierce love that motivates them. The title itself feels like a testament to all mothers who embody equal parts toughness and tenderness.

The themes and experiences described in this article resonated strongly with me and made me reflect on my recent visit to the Streetfront Alternative School. Both environments seem to focus on supporting students who face significant life challenges: teen pregnancy and motherhood in the article and at-risk kids who have fallen through the cracks at Streetfront. Both spaces embody empathy, understanding, and community that extend beyond conventional education, meeting students where they are and acknowledging the full realities of their young lives.

This read had me drawing parallels between the two programs and how they both recognize the critical need for creating supportive environments that help students navigate stigmas and social exclusion while building resilience and growth. They emphasize holistic approaches, prioritizing human connection, empathy, and acknowledging students’ lived experiences. The emotional weight and the courage required from both groups, whether facing stigma, trauma, or exclusion, reveal deep parallels in how these educational spaces help rebuild students' sense of identity and agency. From my perspective, this underscores the shared human need for compassionate, real-world support systems in education.

Another noteworthy reaction for me was the authors’ focus on using objects as tools for connection and expression. To be honest, I’ve always considered the connection with the physical world, particularly the outdoors, as an amazing source that can enhance experiences and create lasting memories. This article reinforced (maybe even sparked) the idea that objects, in general, could bridge the space between individual and collective narratives, transforming items into conduits of shared experience and memory. At a glance, it seems like an abundance of research suggests that objects can transcend their practical roles and become catalysts for learning. When I think about my own prized objects, whether everyday items or cherished keepsakes, they all have associated emotions, histories, and experiences that resonate beyond just holding them.

It seems obvious to me that incorporating objects and the physical into teaching and learning can foster deep connections among students and teachers, but I’m also wondering to what extent current secondary students would want or be willing to engage in this type of activity. They (read: we) are becoming increasingly disconnected from the physical world, often learning through virtual frameworks. This is difficult for me to write, but I think it’s a necessary reality when considering how to approach these students. It’s unarguable that virtual interactions and objects do not hold the same meaning. Still, it’s probably necessary to find some balance by incorporating digital photos or artwork that may carry meaning. These digital objects might not evoke the same sensory experience, but they could help students engage with emotions and shared connections and maybe even springboard them into a willingness to re-integrate physical objects and experiences. It is an ambitious idea, no doubt! :-)

As a final point, I appreciated how the article concluded. The authors effectively related the work of this centre to the broader context of other marginalized and stigmatized populations. By reconceptualizing education as a human experience, they conveyed the importance of connection, empathy, and the role of lived experiences within education. I find the idea compelling that experiences and identities can be significant components of our educational journeys rather than focusing solely on the transmission of knowledge.

November 7th - Inquiry Project Exit Slip

After looking into the literature further, I’m thinking of narrowing my topic by focusing solely on Math. The new title would be Equitable Math Education for Neurodiverse Learners. Neurodiverse learners, including those with Attention-Deficit/Hyperactivity Disorder (ADHD) and other learning differences, deserve access to rigorous and inclusive math education that fosters their engagement and produces academic success. However, research shows that many of these students face barriers that prevent them from reaching proficiency levels comparable to their peers. A cursory review of the literature suggests barriers such as a lack of professional development for educators, rigid Individualized Educational Plan (IEP) requirements, and inadequate support for integrating new teaching strategies are significant challenges.

Equity in math education means ensuring that every learner, regardless of their cognitive profile, has access to meaningful learning experiences tailored to their needs. To explore this in my inquiry project, I plan to focus on teaching methods that empower neurodiverse students, such as embodied learning techniques, sensory regulation through physical activity, and the integration of technology. While these areas offer a wealth of information, I intend to narrow my focus to one or two approaches based on the depth of available literature and practical applicability. I will also consider which of these methods might be most feasible for study within the context of Britannia or other communities I am connected to.