Challenges for neurodivergent K-12 students in a neurotypical learning environment: mathematics
Based on my experience, my autistic son responds better to direct instruction and a structured teaching approach. As someone on the autism spectrum myself, I also prefer this method. I welcome the chance to explore concepts after being introduced to the core content of the mathematics subject. There is ample opportunity for exploration outside of instructional time. This approach is similar to why science classes incorporate both lectures and labs or why graduate programs require foundational coursework before candidacy and research.
The lack of direct instruction in today's overly constructivist project-based learning may pose a problem for some neurodivergent students who rely on models and patterns to grasp mathematics. My son is one of those students.
Mathematics, Physics and Chemistry teacher; Founder of mrmiranda.online; Creator of the GHOST BUST Educational Framework
3 天前This article completely resonates with my approach to the teaching of math and physics. Throughout my teaching career, I discovered that the method that yielded better results involved starting simple, with the core concepts, and allow students to explore them through 3 tiers of exercises, with increasing levels of difficulty. The much necessary exploration and self learning phase also has its role, but takes place as a complement to the syllabus, stitching everything together. I called it the GHOST BUST framework. I think this general approach is appropriate to most students, and that the construtivist paradigm may have overlooked the power of very brief instructional time.