Does the hyperactivity and lack of commitment in class affect how that math students perform when the flow of the class is interrupted?
Data Neurociencia, aprendizaje y su relación: análisis
I have no definite answer to your question, but I am attaching a publication to this response; it is a review article by prof. Zentall who is an expert in the field of how to accommodate for ADHS students. Maybe you find some suggestions there.
An additional suggestion that I have is: Talk to the student in a relaxed atmosphere, observe the student when things go well (there must be times when things go well; it is not chaos all the time) and detect the conditions which are present when things go well; then follow the path which the student shows. Sometimes ADHD students have a good intuition for what helps them. I had, e.g., a student who knew that he could listen and focus best while he was sharpening pencils. So, this is what he did when he had to listen for extended periods of time. And when I knew that this activity helped him concentrate, it did not make me mad any longer.
So often, math is taught out of context. I consulted in a school where the math teacher had a difficult time maintaining the attention of his students. As I noted in a recent article, situational interest needs to be established (and then maintained). As I suggested to the teacher, and we found very useful for his needs, he should ask his learners what they know about the topic. Since some may have little knowledge to transfer in, particularly if it is a new concept, he can explain how an application may be used in a life situation or help them discover it. He introduced the math concept after a brief story of application. In groups, we asked them to show us what the math concept would look like in the classroom. Some students chose to move the desks around to demonstrate the concept, while others repositioned students who were lined up. Following that exercise, opportunities for practice were placed on the board in front of the classroom. In the same groups, the learners worked on the problems and actually had a lot of fun doing so. Each group speaker was eager to share their answer and how they found it. It is certainly a challenge to establish situational interest or find fun and active ways to teach some topics, but it is well worth the effort.
Have you investigated self-management or self-monitoring interventions?
I understand that is a math teaching inserted into the reality you live in the student. This dialogue between education and everyday life is revealed in differential teaching for hyperactive students.
Thanks for your answer... Negri, William, J, Clapper and Imhof.
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