Transforming Mathematical Thinking Through High-Quality Discussion
Why is it that students can often solve a calculation but struggle to explain how they got there?
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by Manchester Communication Research School
on the
November 2024
Caring for a child with SEND is exhilarating and exhausting. From the moment my two year old (A) began categorising his animals and dinosaurs in military lines to the back catalogue of John Williams, I knew he was extraordinary. His ability to recall facts about animals and dinosaurs amazed me. Despite being told by professionals that A was struggling in most areas of development, I knew he was capable of much more at home. As a teacher this was particularly hard to hear. His ability (or inability) to perform tasks would vary depending on the environment he was in and how the day was going. Receiving an autism diagnosis was a relief and at the same time, devastating. What will his life be like? Will he ever be independent? What happens when his dad and I aren’t around to care for him? It was gut-wrenching and these worries continue to haunt me still. This inevitable emotional turmoil puts huge amounts of unseen pressure on parent carers and it is a lonely world to live in.
These negative statistics however, do not paint the whole picture. Indeed a large amount of work is taking place between parents and schools to create a positive learning environment where autistic children can achieve and hopefully succeed in their adult lives. The EEF in their guidance report (Special Educational Needs in Mainstream Schools (2021)) suggest that‘creating a positive and supportive environment for all pupils means placing support for pupils with SEND at the heart of school priorities- being inclusive by design’. The report continues by emphasising that this approach should be‘reinforced in the language, activities, routines and strategies across the classroom as well as whole school settings’. Parenting an autistic child is different from teaching a class with a variety of needs, both are challenging. However, there are strategies I deploy at home that can support educators to help autistic students navigate school life a little more successfully. As a teacher and a parent I’ve compiled some simple techniques which I have found to be helpful both at home and in a school setting.
1. Space:
Physical and verbal space are needed to help an autistic person regulate:
Physical: Many autistic people do not want physical proximity on someone else’s terms. An innocent physical gesture or encroachment of space can be the final straw for a neurodiverse person already distressed from the demands of the day. It’s important to give them scope for regulation. Revisiting a seating plan to ensure there is physical space and away from heavy traffic areas is important.Verbal: The school run is a good example. A, relieved to see me, chats excitedly from the school gate right up to fastening his seat belt. Then we are silent. Blissful silence that helps him shut out the constant cacophony that has been playing for much of the day. It’s important not to ask questions. This is a must no matter how positive or negative the day has been. Questions demand answers and a high demand interchange can lead to feelings of overwhelm. In this state, no attempt at a discussion is going to be productive or remembered for that matter. A silent companion is all that is needed. In a school setting, rationing the words used in a classroom can really help to provide clarity and a calm working environment.
2. Joy:
Enabling special interests is vital to help deregulate and create conditions for success:
A’s world revolves around Spielberg’s depiction of prehistoric creatures wreaking havoc in the modern world in Jurassic Park. He will repeatedly hum the whole 3 minutes and 24 seconds of the end credits from start to finish. I came to realise that this reenactment of Sam Neill being chased by velociraptors was a comfort to A. The outside world for him is unpredictable and scary. It is akin to landing on another planet where the language and social norms do not make sense. Playing at home with his dinosaurs is the opposite. He has full control over the story- it has been predetermined. He speaks the language and he understands the rules. This becomes the gateway for A to be himself. It is no coincidence that our best conversations happen during or after these play episodes. Where possible in the classroom, using an idea or concept which peaks the interest of an autistic person can really help to provoke thought and engagement and open doors to other areas linked to the curriculum.
3. Distraction:
Using the special interest as a stimulus to complete other tasks is useful:
Transition points are unnerving for an autistic person, even if it is something they want to do.. Whether it is moving from one room to spend time in another, leaving the house or going to bed, transitions are where the seeds of meltdown are sown. EHCP documents across the country will attempt to help by providing‘now and next’ cards in school but not consider how these should be used. These are visual images that narrate the day for an autistic person. The bedtime routine is a good example to illustrate. Within this routine there are hotspots which must be overcome. e.g. teeth brushing. To A this is a distressing sensory experience which can trigger a fight or flight response. I learned quickly that distraction was useful. Below is an example of how such a hotspot can be more successfully navigated:
1. Reminders every 2 minutes for 10 minutes about the task about to be completed (in this case, teeth brushing).
2. Final reminder along with sitting beside A but leaving space so not to cause overwhelm.
3. Ask an open question linked to the special interest (this helps to pull A out of his current head space (for example watching television) and into a conversation).
4. Suggest we clean his teeth imagining he is a dinosaur.
5. Help with teeth brushing whilst gently praising A for tolerating the experience (the caveat here is that praise cannot be too enthusiastic otherwise it is perceived as a future demand the next time).
So, visual timetables are a good tool to explain what is happening next, but they have to be used in conjunction with a number of different strategies to be successful. Clear, regular reminders and being gently coaxed from the current train of thought will really help in the classroom where transitions from lesson to lesson are often very distressing for those in mainstream settings.
It is important to point out that the above suggestions stem from my experiences and may differ for others. The changing nature of sensory needs for autistic people mean that strategies also need to change. However, the subtle methods discussed here are a solid foundation for teachers to create safe environments where success is possible for our exhausting but exhilarating children!
Why is it that students can often solve a calculation but struggle to explain how they got there?
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