Maths with a Universal Approach

I recently met with Meg*, a VE student with suspected Dyscalculia. Schooling has been difficult for her, and five years post secondary she enrolled in a pathway program with the end goal of a career in medicine. Meg was a determined and impressive individual, persisting through setbacks and challenges to follow her dream.

Meg has done what many neurodivergent adults learn to do over time - develop her own ways of coping. Off her own bat, she is working through a Khan Academy course to review Year 10 chemistry concepts she missed, and using AI she breaks down each formula taught in maths class into parts she can understand, adding these worked examples to her class notes.

Although Meg has cleverly developed her own supports, we as educators need to think about how we can take some of that onus off students like Meg and integrate it into our teaching and learning programs. Many of the adjustments we can implement will not only benefit dyscalculic learners but also students with maths difficulties, maths anxiety, and other learning differences.

By taking a universal approach, we capture a wider cohort and have the added benefit of easing some of our workload. For example, by offering a shortcut or workaround to a maths problem, we reduce cognitive load and assist students who may not work in the way we typically teach. This doesn’t just benefit dyscalculic learners; it also supports students with working memory challenges, and requires no extra resourcing.

While ideally schools would have the funding to install maths friendly spaces with tangibles and technology, this is not always the case. Educators need adjustments that are straightforward to implement and beneficial for many. A universal approach to learning design breaks down barriers and shifts attitudes built on a fear of failure, giving students like Meg the opportunity to engage with the content rather than fight through the process, and to benefit from a more flexible and accessible approach to maths.

Kerri is speaking at the Brisbane Diverse Learners Symposium on ‘From Diagnosis to Discovery: A Teacher’s Journey into Dyscalculia‘. View the Full Conference Program Here.