Authors: Rachel Lambert, Edmund Harriss.
Publication: Mathematics Education Across Cultures (Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education). 1148-1155 2020 | DOI: 10.51272/pmena.42.2020-181
Using neurodiversity as our theoretical framework, rather than a deficit or medical model, we analyze the narratives of five dyslexic research mathematicians to find common strengths and challenges for dyslexic thinkers at the highest level of mathematics. We report on 3 themes: 1) highly visual and intuitive ways of mathematical thinking, 2) pronounced issues with memorization of mathematical facts and procedures, and 3) resilience as a strength of dyslexia that matters in mathematics. We introduce the idea of Neurodiversity for Mathematics, a research agenda to better understand the strengths (as well as challenges) of neurodiverse individuals and to use that knowledge to design better mathematical learning experiences for all.