Working Memory Deficits in Students with ADHD: Implications for Developing Curriculum on Introductory Trigonometric Functions and the Unit Circle

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalently diagnosed disorders in children in the United States today (Zentall, 2007, p. 219; American Psychiatrica Association, 2000; Faraone, Sergant, Gillberg & Bierderman, 2003). “Teachers report that they are unprepared to work with [students with ADHD] and only those educators who have experience with students with ADHD or who have education about them [are] willing to make instructional changes” (Zentall & Javorsky, 2007, p.78; Reid, Vasa, Maag & Wright, 1994). The relatively new implementation of the Common Core State Standards (CCSS) has brought on “rigorous grade-level expectations in the area of mathematics” (Common Core State Standards Initiative, 2014, p.1) According to the guidelines of CCSS, students identified as having a disability under the Individuals with Disabilities Education Act (IDEA) will also be held to the same high standards as all students in the general classroom. The Cognitive Load Theory (CLT) lays a foundation for the following curriculum. The purpose of this curriculum project is to develop a unit in the field of introductory trigonometric functions and the unit circle that addresses specific needs of students with ADHD while still holding the high expectations implemented by the CCSS.