In this article, I will argue that inclusive math education can benefit neurodiverse youth by addressing their learning differences, improving their self-esteem and social skills, and enhancing their STEM career opportunities.To support this argument, I will review the literature on inclusive math education, analyse the best practices and strategies, and provide examples of successful programs. Furthermore, I will discuss the broader implications of inclusive math education and how it can promote equity, diversity, and inclusion in STEM fields.In recent years, there has been a growing recognition of the need for inclusive math education for neurodiverse youth. According to Jenson, R.J. et al. (2023), effective inclusion practices for neurodiverse children and adolescents in informal STEM learning are crucial for their academic and personal development.Mathematics education plays a vital role in shaping the academic and cognitive development of all students, including neurodiverse youth. However, it is crucial to ensure that math education is inclusive and meets the diverse needs of students with conditions such as autism, dyslexia, and ADHD. Further to this we will delve into key questions surrounding math and neurodiverse youth and explore evidence-based strategies to enhance their mathematical learning experience.. “Do not worry about your difficulties in mathematics. I can assure you mine are still greater.” – Albert EinsteinQuestion 1: How can math education be made more inclusive for neurodiverse youth?Math education can be made more inclusive for neurodiverse youth by implementing various strategies. These may include differentiated instruction, multisensory approaches, clear and explicit instruction, assistive technology, and fostering collaboration and peer support (Johnson et al., 2020; Parette et al., 2017; Sinclair et al., 2019).Question 2: What teaching strategies and accommodations are effective in supporting neurodiverse students’ mathematical learning?Effective teaching strategies and accommodations for supporting neurodiverse students’ mathematical learning may include the use of visual representations, concrete manipulatives, explicit instruction, scaffolded learning, and providing extra time and flexible assessments (Koskela et al., 2018; Riccomini et al., 2017; Saldaña et al., 2016).Question 3: How does neurodiversity impact mathematical cognition and problem-solving abilities?Neurodiversity, encompassing conditions such as autism, dyslexia, and ADHD, can impact mathematical cognition and problem-solving abilities in various ways. While the impact differs across individuals, common patterns can be observed. For instance, individuals with autism may exhibit strengths in visual thinking and pattern recognition, while facing challenges in flexible thinking and generalization (Ropar et al., 2016). Working memory difficulties associated with ADHD can impact problem-solving and retention of mathematical procedures (Martinussen et al., 2005).Question 4: What are the strengths and challenges neurodiverse youth may face in mathematics?Neurodiverse youth may demonstrate both strengths and challenges in mathematics. For example, some neurodiverse individuals exhibit strengths such as attention to detail, the ability to see patterns or connections, and unconventional problem-solving approaches. However, they may face challenges in areas such as working memory, processing speed, organization, task initiation, or flexible thinking (Riccomini et al., 2017).Question 5: How can educators support the mathematical learning of neurodiverse students?Educators can support the mathematical learning of neurodiverse students by providing a supportive and inclusive classroom environment. This includes understanding individual needs, implementing appropriate accommodations, using multisensory teaching strategies, promoting self-regulation skills, and fostering a growth mindset (Sinclair et al., 2019; Tournaki et al., 2018).Question 6:...
