How Should We Teach Math? General and Special Ed. Researchers Don’t Agree

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About a decade ago, leaders at the Kentucky Department of Education set out to develop guidelines for what quality math instruction should looked like in the state, convening educators from the general education and special education teams at the agency.

But those two groups found themselves at odds over one key issue: encouraging “productive struggle.”

Math leaders wanted to include the approach, in which teachers present students with challenging, open-ended questions that prompt them to grapple with mathematical ideas and persevere to solve problems. But special educators were hesitant, said Amanda Waldroup, the assistant director of the division of Individuals with Disabilities Education Act implementation and preschool in the Kentucky education department’s office of special education and early learning.

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Knowing the words we use in math is essential 

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The TEMPLE Read-Alouds Project
The TEMPLE (Teaching Early Math by Providing Language Exploration) Read-Alouds Project was a partnership between the T.L.L. Temple Foundation and The Meadows Center for Preventing Educational Risk (MCPER) at The University of Texas at Austin.

The goals of the project were to provide young students with a strong background in math vocabulary and to create opportunities to use that math vocabulary in discussions and activities relevant to their daily lives. The TEMPLE Read-Alouds Project provided preschool and kindergarten educators with a specific, research-based read-aloud routine and math-focused books that focused on the combined development of literacy skills (e.g., language, reading) and numeracy skills (e.g., counting, comparison, geometry). With the TEMPLE Read-Alouds routine, educators read age-appropriate books with young children and made the
experience interactive. That is, educators introduced and discussed math vocabulary, engaged children in discus
sions about the book’s content, and did brief math activities to connect the math content to math in real life. Our
hope is that the TEMPLE Read-Alouds routine continues to be used to introduce math vocabulary and concepts
to emerging readers.

See the list HERE

Food and the brains

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A brand-new study published in July 2025 examined nutrient profiles in children and adults with ADHD, autism, dyslexia, and other learning differences. This UK-based research is one of the most recent to investigate the biochemical and dietary factors influencing neurodivergent brain health.

The results were striking. Across all age groups and diagnoses, deficiencies were common in omega-3 fatty acids, magnesium, zinc, vitamin D, and B-vitamins. These nutrients are central to brain function, influencing neurotransmitter balance, myelin formation, synaptic signaling, and inflammation control.

In children, lower red blood cell magnesium was significantly associated with higher ADHD symptom severity and more disruptive behavior. Lower omega-3 index (EPA + DHA %) correlated with more severe learning and language difficulties. Adults showed similar nutrient insufficiencies, suggesting these gaps persist beyond childhood and may contribute to ongoing cognitive and emotional challenges.

The study also screened for food intolerances and found that over 80% of participants reacted strongly to dairy and casein, and more than half to wheat and gluten. For many neurodivergent individuals, these intolerances may add inflammatory stress, disrupt gut-brain communication, and further impair nutrient absorption.

While this was a preliminary study, the implications are clear. Addressing these deficiencies through diet and supplementation may support better cognitive performance, mood stability, and learning capacity. Omega-3s from fish oil or algae can help restore EPA and DHA levels. Magnesium glycinate is a well-absorbed form that supports neurotransmitter regulation and stress response. Vitamin D, ideally paired with vitamin K2, contributes to neural protection and bone health. B-vitamin complexes can aid energy metabolism and methylation pathways crucial for brain chemistry.

This research reinforces the importance of a nutrient-first approach to neurodivergent health. Optimizing these key nutrients is not a cure, but it can be a powerful part of a hollistic strategy for supporting focus, learning, and emotional balance.

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Dyscalculia and ADHD: Let’s talk about it

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From Confusion to Clarity: Using I-CRAVE Maths for Dyscalculia Intervention

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Dyscalculia interventions can sometimes feel like guesswork—trial and error in search of a breakthrough. But the I-CRAVE Maths Methodology and framework offers a structured, step-by-step method to move students from confusion to clarity.

Read all about it HERE