Differentiated Teaching Theory: Math Class with ADHD Learners

This report focuses on differentiated teaching theory and its application in mathematics classes for learners with ADHD. It highlights the challenges faced by ADHD learners in mathematics, such as lower scores and specific weaknesses like procedural errors and difficulty with number facts. The report emphasizes the importance of differentiated learning, where teachers modify the classroom environment to accommodate various learning styles. It then presents several strategies and approaches suitable for differentiating instruction in a math class with ADHD learners. These include consultative-based interventions, cognitive-based instruction, the use of keywords, linking concepts to real-world scenarios, simplifying problems, encouraging participation, small group learning, and guided questioning techniques. The report draws upon various research studies to support its recommendations, providing a comprehensive overview of effective teaching practices for this specific student population.

DIFFERENTIATED TEACHING
THEORY:
Application To Mathematics Class With
ADHD Learners
By: (presenter’s Name)

Differentiated
Learning
Differentiated learning is an educational framework in
which the teacher organization classroom in a way that
enables learners to learn through various avenues (Gipe
& Richard, 2018).
Therefore, for a mathematics teacher to ensure that his
or her lesson content reaches every learner as per their
uniqueness and learning abilities, the teacher must
shake up the classroom and organize it in ways that the
learners have various avenues of acquiring, processing,
and make sense of the lesson content.

Learners With ADHD
Children with ADHD are learners with a special
condition that makes then not to have the same learning
ability as the other learners.
According to the research evidence, learners with ADHD
normally score a lower score than other students in
mathematics with at least 8% to 10% percent.
Thus to ensure that there are healthy competition and
effective learning for all the learners in a mathematics
class, the teacher should adopt a differentiated learning
technique.

4Strategies and approaches
suitable for mathematics
class differentiation with
ADHD learners
Consultative-based academic intervention or
approach
Cognitive based instruction
Keyword use approach
Linking explanations and concepts to the real-
world scenario
Rewriting problems in a more simple language
Allowing the ADHD learns with adequate
participation chances
Application of small group learning and peer
teaching
Use of guided questioning techniques to enable
learners to express their level of understanding

References
DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the
classroom: Effective intervention strategies. Theory into practice, 50(1),
35-42.
Gipe, J., & Richard, J. (2018). Multiple paths to literacy: Assessment and
differentiated instruction for diverse learners, K-12.
Jitendra, A. K. (2013). Understanding and accessing standards-based
mathematics for students with mathematics difficulties. Learning
Disability Quarterly, 36(1), 4-8.
Mulaudzi, P., & Runhare, T. (2014). Teaching mathematics to learners
with perceived attention-deficit hyperactive disorder at foundation
phase: A case study of five grade three South African learners. Journal of
Educational Studies, 13(2), 139-165.
Niss, M. (2015). Mathematical competencies and PISA. In Assessing
mathematical literacy (pp. 35-55). Springer, Cham.
Niss, M. (2015). Mathematical literacy. In The proceedings of the 12th
international congress on mathematical education (pp. 409-414).
Springer, Cham.
Rief, S. F. (2012). How to reach and teach children with ADD/ADHD:
Practical techniques, strategies, and interventions (Vol. 3). John Wiley
& Sons.
Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their
implementation of differentiated instruction in the classroom. Teaching
and Teacher Education, 67, 291-301.