Universal Design for Learning (UDL)
Math learning in ADHD: the impact and planning of active break programmes.
This article points out something many math teachers already notice: students with ADHD often lose focus during longer or more demanding tasks, especially when lessons require sustained attention. It shows that adding short, structured “active breaks” (such as quick movements or reset moments) can help students return more focused and ready to work. Instead of pushing through fatigue, these breaks give students a chance to regulate and re-engage with the math.
For a secondary math classroom, this matters because it’s a realistic and easy-to-implement support that can benefit a wide range of students, not just those with a diagnosis. Building in short breaks during longer problem-solving or direct instruction can improve attention, reduce off-task behavior, and help students stick with challenging work. When used intentionally, these breaks can make the classroom feel more manageable and supportive, especially for students who struggle to sustain focus.
3.5 Math Difficulties and ADHD: Understanding the Executive Function and Clinical Profiles.
This article highlights that math difficulties in students with ADHD are closely tied to executive functioning challenges, including working memory, attention regulation, and cognitive flexibility. It emphasizes that students may present with different clinical and cognitive profiles, meaning their struggles in math can look very different from one another—even when they share the same diagnosis. These differences help explain why some students struggle with multi-step procedures, while others have difficulty maintaining focus or shifting between problem-solving strategies.
This matters because it reinforces that math challenges are not one-dimensional and cannot be addressed with a single approach. Supporting students requires attention to executive functioning demands within math tasks, such as reducing cognitive load, providing structure, and allowing flexibility in how students approach problems. Recognizing these varied profiles can lead to more responsive instruction that better supports both diagnosed and undiagnosed students.
Mathematical outcomes of attention-deficit hyperactivity disorder.
This article highlights that students with ADHD often experience lower math achievement compared to their peers, not necessarily because of a lack of ability, but due to challenges with attention, persistence, and task completion. It points out that difficulties staying focused, following through on problems, and maintaining effort can interfere with demonstrating what students actually know. These patterns can show up as incomplete work, careless errors, or inconsistent performance, especially during longer or independent tasks.
In the classroom, this reinforces the importance of building in structures that support sustained attention and follow-through. Breaking assignments into smaller parts, providing frequent check-ins, and allowing opportunities to complete work in stages can help students stay engaged. Clear expectations, immediate feedback, and shorter, more focused practice opportunities can also make it easier for students to demonstrate their understanding without becoming overwhelmed.
What's Math Got to Do With it? Math Learning Disabilities, Dyslexia, and ADHD: Understanding the Connections, Remediating Effectively.
This article highlights how closely connected math difficulties can be with ADHD and dyslexia, especially when it comes to working memory, processing, and language demands in math. It emphasizes that struggles in math are not always about understanding concepts, but often about how students process information, follow steps, or make sense of numbers and language at the same time. This helps explain why some students seem to “get it” one day and struggle the next.
For secondary math teachers, this matters because it reinforces the need to slow things down and be more intentional with how content is presented. Breaking problems into steps, using visuals, and being explicit about language can make a big difference for students who are managing multiple cognitive demands at once. It also serves as a reminder that students who are struggling may need support in how they access math, not just more practice.
Mathematics Achievement in Women With and Without ADHD: Childhood Predictors and Developmental Trajectories Into Adulthood.
This article follows girls with and without ADHD over time and shows that differences in math achievement often begin early and can continue into adulthood. It highlights how attention, executive functioning, and academic confidence all influence how students progress in math. Even when students have the ability, challenges with focus, organization, and follow-through can affect how consistently they build and retain skills.
In practice, this points to the importance of paying attention to patterns like inconsistency, avoidance, or dips in confidence—not just overall performance. Providing structured routines, breaking tasks into manageable steps, and building in regular opportunities for success can help students stay on track. Consistent feedback and encouragement also play a key role in helping students see themselves as capable in math, which supports both engagement and long-term growth.
Cognitive heterogeneity in Attention Deficit Hyperactivity Disorder: Implications for maths
Research on cognitive heterogeneity in Attention Deficit Hyperactivity Disorder (ADHD) emphasizes that students experience ADHD in diverse ways, with differences in attention, working memory, processing speed, and executive functioning. For secondary mathematics teachers, this underscores the need for flexible, responsive instruction rather than a one-size-fits-all approach. Teachers can apply this insight by incorporating strategies such as chunking complex tasks, using visual supports, and allowing varied pacing to better meet the range of cognitive needs in their classrooms.
In practice, this research supports embedding structured supports into daily instruction. Tools like step-by-step checklists, worked examples, and opportunities for self-monitoring can help reduce cognitive load and support executive functioning. Providing multiple ways for students to demonstrate understanding also allows them to build on their strengths. By recognizing and planning for cognitive variability, math teachers can create more inclusive learning environments that improve outcomes for all students.
A Cognitive Strategy Instruction to Improve Math Calculation for Children With ADHD and LD: A Randomized Controlled Study.
This study shows that when students with ADHD and learning disabilities are explicitly taught cognitive strategies—like how to plan, check their work, and approach problems step-by-step—their math calculation skills can improve significantly. It’s not just about practicing more problems, but about teaching students how to think through the math in a structured way. The research highlights that many students struggle because they don’t naturally use effective strategies, not because they can’t do the math.
This matters because it reinforces the importance of modeling thinking processes, not just procedures. Taking time to explicitly teach problem-solving strategies, encourage self-checking, and make thinking visible can help students become more independent and accurate. It’s a reminder that strategy instruction can be a powerful support for both diagnosed and undiagnosed students who need more structure in how they approach math.
Cognition and maths in children with Attention-Deficit/Hyperactivity disorder with and without co-occurring movement difficulties.
This article explores how math performance in students with ADHD can be further impacted when movement difficulties are also present, showing that these students often experience added challenges with coordination, processing speed, and working memory. These overlapping needs can make tasks like writing out calculations, organizing work on a page, or keeping track of multi-step problems more difficult, even when students understand the math conceptually. It reinforces that math struggles are not always about comprehension, but often about how students physically and cognitively manage the task.
In the classroom, this highlights the importance of looking beyond accuracy and considering how students are interacting with the task itself. Offering options like reducing written output, allowing the use of tools (e.g., graph paper, calculators, or digital platforms), and providing structured layouts can make a noticeable difference. Slowing down the pace, modeling organization strategies, and checking in during multi-step work can also help students stay on track and show what they actually know.