Experiences and Approaches

Maths and statistics support for neurodivergent students

Emma Cliffe

Universtiy of Bath

Plan

  • Some experience students might have
  • Some approaches I’ve used

Some experiences students might have

Joe, an engineer

“I’m having real problems with maths, the other modules have good workbooks”

  • Verbal comprehension: superior
  • Perceptual reasoning: high average
  • Working memory: low average (significantly weak)
  • Processing speed: average range (relatively weak)
  • Word recognition: below average (significantly weak)
  • Writing speed: well below average (significantly weak)
  • Writing untidy and difficult to read

Mary, a mathematician

“I feel so stupid, maths is what I have always been good at and now I can’t understand any of it.”

  • Verbal comprehension: superior
  • Perceptual reasoning: high average
  • Working memory: superior
  • Processing speed: average range (relatively weak)
  • Word recognition: average range (significantly weak)
  • Writing speed: average range (relatively weak)
  • Writing generally legible and coherent

Ali, a chemist

“I have a student I don’t know how to help … this involves seeing molecules in 3D and determining their symmetry. She finds this particularly difficult and although we made some progress, she became rather distressed through frustration”

  • Working memory and processing speed commensurate with her verbal comprehension and perceptual processing skills
  • No reading difficulties
  • Significantly weak fine motor control
  • Difficulties with co-ordination and spatial awareness

Nat, a sports scientist

“She is having significant problems with her maths module”.

Dyscalculia screener suggested difficulties with:

  • Comparing relative sizes of numbers (word, symbol and visual-spatial)
  • Concepts and inferences about operations on numbers or relationships between them
  • Understanding time

Some approaches I’ve used

In the moment

  • Multisensory approach with consistent colour and images
  • Consistently link symbol, word and process
  • Break problems down into small, manageable steps
  • Read maths aloud, ‘think’ aloud yourself
  • Encourage thinking aloud, act as a scribe if needed
  • Use visualisations, concrete examples and concrete objects
  • Use flow charts connected to a concrete example
  • Use concept maps to highlight relationships and connections between the abstract and the concrete

In the moment cont.

  • Encourage student to use multisensory approaches
  • Encourage overlearning e.g. index cards, electronic tests
  • Encourage metacognition, reflection on problem solving
  • Bring working memory overload to the student’s awareness
  • Find approaches which reduce working memory load
  • Block out information not in use, break up large sections of text, ensure student can change font, colour, have content read aloud if it helps
  • Experiment with different ways to capture thought process and to write up work

Building strategies

  • Notetaking for mathematics, structured annotation
  • Using expanding symbol range and vocabulary
  • Building rich accurate concept images, example use
  • Connecting and mapping concepts, visualisation
  • Active reading for mathematics, self-explanation
  • Problem classification, structured problem solving
  • Developing an internal monitor, raising metacognition
  • Build approaches for processes e.g. diagrams, overlearning
  • Mathematical writing skills, as appropriate to level…

Concrete: Manipulatives

A hexagon made out of a magnetic building tool and then transformed into boat configuration

A collection of low technology manipulatives for maths support

Concrete: Visualisation

Processing: Flexible documents

Mathematical text in clear print

Mathematical text in web format

Processing: Structured colour

\[ \definecolor{energy}{RGB}{114,0,172} \definecolor{freq}{RGB}{45,177,93} \definecolor{spin}{RGB}{251,0,29} \definecolor{signal}{RGB}{18,110,213} \definecolor{circle}{RGB}{217,86,16} \definecolor{average}{RGB}{203,23,206} \color{energy} X_{\color{freq} k} \color{black} = \color{average} \frac{1}{N} \sum_{n=0}^{N-1} \color{signal}x_n \color{spin} e^{\mathrm{i} \color{circle} 2\pi \color{freq}k \color{average} \frac{n}{N}} \]

To find the energy at a particular frequency, spin your signal around a circle at that frequency, and average a bunch of points along that path.1

Word recognition: Concept collation

A handwritten card capturing a concept image from analysis

Sequencing: Flow diagrams

Structure: Concept mapping

A concept map for analysis one section one

Overlearning: endless examples!

A question on the Numbas maths e-learning platform

Writing: Effective equation entry

Associated transcript, template and reference document at: http://www.mathcentre.ac.uk/bathmash/Word/

Thanks!

Emma Cliffe,