ADHD Homework Strategies That Respect How ADHD Brains Actually Work

Homework demands far more than effort — ADHD brains juggle time, working memory, motivation, and emotion all at once.

Homework time in an ADHD household isn’t the serene academic tableau Instagram would have you believe. It’s more like a psychological escape room involving snack bartering, strategic avoidance, existential despair, and bathroom breaks that last longer than a Lord of the Rings extended edition marathon. Pencils snap. Feigned amnesia about the existence of homework mysteriously reappears. And parents debate whether running away to live among forest animals would be simpler than long division.

If this sounds familiar, here’s the most important thing you’re going to read today:

You’re not alone. Your child isn’t lazy. You’re not a bad parent. And ADHD has absolutely nothing to do with moral character or motivation and everything to do with how the brain manages demands — especially after school, when cognitive fuel has been drained to fumes.

That brings us to the thesis of this entire piece:

Homework doesn’t have to be a battle. It does, however, have to be different. 

When we use ADHD homework strategies that respect how ADHD brains actually work, the whole environment shifts. The arguing slows. The tears dry. The work gets done faster. Confidence returns. And evenings become… not perfect, but far more livable for everyone involved.

Why Homework + ADHD Is a Complex Cocktail (and Rarely as Simple as “Just Do It”)

One of the biggest misconceptions about ADHD is that homework struggles stem from laziness, attitude, or lack of motivation. If that were true, you could fix it with pep talks, consequences, or sheer parental force of will. Spoiler: if that worked, this blog wouldn’t exist.

Homework difficulty isn’t a behavioral problem — it’s an executive function problem. Homework demands the exact cognitive skills ADHD brains struggle with most, served at the exact moment of day those skills are offline.

Let’s break down what’s actually happening under the hood:

After-School Cognitive Depletion

ADHD kids do not breeze through a school day casually. They sprint through it on limited cognitive fuel — focusing, switching tasks, filtering noise, sitting still, following directions, remembering instructions, decoding social nuances, and trying not to burst into flames from boredom. Every one of those demands draws from the same executive function tank.

By the time the bell rings, that tank is basically running on air. Homework, unfortunately, requires all of those same skills again, just without the structure, novelty, or dopamine school provides.

When parents say, “Come home and knock out homework real quick,” it sounds reasonable. To the ADHD brain, it might as well be: “Complete a marathon after completing a marathon, but faster this time and without water.”

Time Blindness & Task Initiation (AKA: The Doorway Problem)

Neurotypical kids often struggle with homework because it’s boring. ADHD kids struggle because they can’t get through the doorway into the task. ADHD initiation issues are less about motivation and more about the brain’s inability to switch gears into action.

Homework initiation requires multiple micro-steps:

• find the backpack

• find the homework

• understand the homework

• gather materials

• sit down

• begin

That’s six initiations before problem number one.

Now layer in time blindness — the ADHD brain’s inability to feel time internally — and homework always lives in the category called “Later,” which is a magical land where nothing feels real, urgent, or actionable.

“Later” doesn’t move to “Now” until panic kicks in, usually around 9:47pm.

Working Memory & Task Switching Pile-Up

Homework isn’t a single task; it’s a cognitive relay race. ADHD working memory has a habit of dropping the baton mid-hand off. Parents see:

• skipped steps

• guessing

• “careless mistakes”

• re-reading directions 12 times

• incomplete problems

• wrong operations

• or my personal favorite: answering the right question with instructions from a completely different problem

These aren’t competence issues — they’re load issues.

Emotional Reactivity & Rejection Sensitivity

ADHD kids do not casually experience failure. Many feel it in 4K resolution. Homework involves immediate feedback (“wrong,” “fix this,” “try again”), which can become emotionally threatening. Meltdowns, tears, avoidance, or shutdown behaviors are not defiance — they’re self-protection.

Environment Mismatch

“Do homework at the table with no distractions” works beautifully for neurotypical brains. ADHD brains often need:

• motion

• novelty

• music

• sensory input

• flexible seating

• or lying on the floor like a Victorian child recovering from a fever

These are not distractions — they are regulatory tools.

If this feels like a lot, good. It should. You’re not fighting your child — you’re fighting a mismatch between demands and neurology. The good news is that once we respect neurology, the game changes.

Homework isn’t one task. It’s twelve executive function tasks happening simultaneously — no wonder ADHD brains tap out by 4pm.

The Homework Preparation Ritual (Because Jumping Straight In Usually Fails)

Here’s a fun ADHD fact: homework success is determined before homework starts. Most homework battles begin because kids are asked to switch directly from school mode into work mode with no transition, no autonomy, and no dopamine. That’s a guaranteed recipe for meltdown, avoidance, or the sudden urge to dramatically reorganize one’s sock drawer instead of multiplying fractions.

The goal of the homework ritual is simple:

• prime the brain

• reduce overwhelm

• eliminate ambiguity

• create buy-in

• avoid triggering the threat response (fight/flight/freeze/fawn)

Neurotypical families can often skip the ritual and still get homework done. ADHD families can’t — and that’s not a failure; it’s neurology.

Let’s break it down.

A. The Decompression Window (AKA: Don’t Even Try Yet)

ADHD kids don’t walk through the front door ready to pivot into productivity. They’re cognitively depleted, emotionally taxed, sensory-fried, and running on whatever crumbs of dopamine survived the school day.

Expecting immediate homework initiation is the equivalent of asking a marathon runner to immediately run another marathon “just real quick.” No amount of motivational speeches or sticker charts will make that realistic.

The decompression window is a 10–30 minute transitional period where the child:

• recharges executive function

• refuels the body (snacks + hydration are not optional)

• regulates sensory systems

• shifts context from school → home

Decompression can involve:

• outside time

• movement

• music

• showers

• reading

• creative play

• screens (yes, screens — if timed and reclaimed without drama)

• stimming

• pet bonding

• silence, for the introverted ADHDers

This isn’t procrastination. It’s cognitive recovery.

B. The Homework Scan (Because Surprises Are Kryptonite)

ADHD brains do not do well with unknowns, ambiguous instructions, or tasks without clear endpoints. When a child doesn’t know:

• how much is due

• how long it will take

• which subjects are required

• or what the teacher expects

The brain experiences homework as overwhelming and threatening.

The Homework Scan solves that by gathering information before work begins:

1. List assignments due today

2. Label anything due later in the week

3. Estimate how long each will take

4. Identify difficulty level (hard → medium → easy)

5. Choose an order

Optional bonus moves:

• highlight graded vs. practice work

• note materials or tools needed

• flag long-term assignments

Surprises send ADHD brains into avoidance mode. Clarity reduces panic.

C. The Choice Menu (Autonomy = Dopamine = Cooperation)

After a full day of being directed, corrected, and structured, ADHD kids crave autonomy. Choice isn’t a luxury — it’s a neurological tool.

The Choice Menu offers structured choice in areas that actually matter:

• Order: math first or writing first?

• Location: couch, floor, porch, standing counter, beanbag?

• Tools: music or silence? headphones? fidget? calculator?

• Parent role: coach, checker, body double, or quiet witness?

• Timing: quick-start now or slow-start after snack?

Choice increases willingness because it gives the child ownership over how the task unfolds. That mini dopamine bump is often all that’s needed to tip initiation into motion.

D. Parent Role Clarification (Avoiding the Accidental Homework Warden)

Homework is an emotional minefield because it intersects academics, identity, and family dynamics. If parent roles aren’t defined, both sides end up micromanaging, defending, or exploding.

Roles can be:

• Coach: offers strategy support and verbal scaffolding

• Body Double: provides presence for attention anchoring

• Silent Witness: present, calm, but not assisting

• Checker: reviews completed work at the end

• Timer Keeper: manages intervals and breaks without commentary

And here’s the part parents need to know:

role-switching mid-session is allowed and normal.

Executive functions fluctuate. What worked at 4:15pm may absolutely not work at 4:37pm.

Making Homework ADHD-Friendly: Tools, Hacks & Science-Backed Methods

Now that the brain is primed, we can finally talk tactics. This is where ADHD homework strategies start doing the heavy lifting. We’re not trying to eliminate ADHD traits — we’re engineering the environment around them.

A. Time Strategies (Time Is a Foreign Concept to ADHD Brains)

Time blindness makes homework feel infinite and therefore intolerable. We combat that with external time structures.

• The 5–10–15 Rule: short activation bursts that prevent overwhelm

• Timer stacking: multiple short timers instead of one long one

• Visual Timers: essential for kids who need to see time

• Beat-the-Timer: gamified initiation for reluctant starters

• Time Blocking: break larger assignments into timed chunks

• Planned Breaks: breaks become part of the system, not a negotiation

External time is non-negotiable for ADHD homework success. Internal time does not exist in any reliable format.

B. Breaking Tasks Down (Chunking Saves Lives)

Homework overwhelm is not about difficulty — it’s about size and ambiguity. ADHD brains need micro-tasks.

Examples:

• worksheets → do 3 problems → short break → 3 more

• essays → brainstorming → outline → first paragraph → revision

• reading → chunks of 1–2 pages + check-ins

• math → highlight verbs + solve single step at a time

Micro-wins keep dopamine available and prevent cognitive shutdown.

C. Working Memory Supports (Because “Just Remember” Isn’t a Strategy)

Working memory problems show up as “careless mistakes,” guessing, skipping steps, or forgetting the instructions they just read.

Supports can include:

• reference sheets

• self-check lists

• step-by-step mats

• formula cards

• anchor charts

• graphic organizers

• visual maps

• strategy cards

Math example: formula cards, multiplication chart, decomposition mats

Writing example: sentence starters, paragraph frames, transition word banks

Working memory thrives when information is externalized.

D. Movement & Sensory Regulation (Motion Isn’t the Enemy)

Motion increases dopamine availability, oxygenation, and regulation. ADHD kids do not need to sit still to learn — they often need the opposite.

Supportive movement can look like:

• pacing while reading

• standing desk for math

• chewing gum

• trampoline breaks

• fidgets

• rocking

• bouncing

• yoga ball seating

Movement is cognitive fuel, not misconduct.

E. Environment Engineering (The Couch Is Not the Enemy)

Homework doesn’t need a Pinterest-perfect workspace. It needs an environment that works with the child’s sensory profile.

Variables to play with:

• lighting (overhead vs. lamp vs. natural)

• sound (music, white noise, silence, headphones)

• seating (floor, beanbag, porch, counter, bed)

• tools (tablets, pencils, stylus, color coding, tactile objects)

• 
  

In ADHD land, novelty isn’t distraction — it’s activation.

If you’re looking for ready-made tools to support math, executive functions, homework systems, and self-advocacy, I put a lot of my favorite resources inside my MindBridge Resource Vault — everything from working memory supports to strategy cards, planning templates, and regulated homework tools. It’s designed specifically for neurodiverse learners and the parents who love them.

Timers aren’t punishment—they’re activation tools. For many ADHD brains, momentum starts with a tiny nudge, not sheer willpower.

Motivation: The Missing Ingredient

Here’s a spicy truth no one likes to admit:

ADHD homework struggles are often mislabeled as motivation problems. 

Parents and teachers assume the child doesn’t want to do the work when the reality is that ADHD motivation doesn’t operate on willpower, morality, or “just try harder.” It operates on dopamine, novelty, urgency, and reward. Motivation isn’t the enemy; the motivation model is.

Let’s break down what actually moves the needle.

A. ADHD Motivation Isn’t About Willpower

If ADHD motivation worked on willpower, consequences, or long-term goals, we’d be done here. But ADHD motivation circuitry is built differently. The ADHD brain doesn’t reward effort until it’s too late to matter. The “do it now so you’ll be glad later” motivational style beloved by adults does not compute.

Non-clinical, parent-friendly dopamine translation:

• Dopamine = access to action.

  Low dopamine means tasks are trapped behind an invisible sliding door: you want to start, you know you should start, and you fully intend to start… but the door doesn’t open.

That’s why ADHD kids can suddenly write a 3-page essay at 10pm the night before it’s due — panic triggers dopamine. Urgency opens the sliding door.

The trick is creating dopamine without panic. That’s where the strategies below shine.

B. The Gamification Toolbox

Gamification works because it makes tasks concrete, time-bound, and winnable — three things ADHD struggles with when left to its own devices.

Gamification can include:

• boss battles: toughest homework first or last — child chooses

• quest timers: “beat the 5-minute timer on these three problems”

• level-ups: each chunk completed = level up

• loot: breaks, snacks, screen time, tokens, or privileges

• XP points: 100 XP = end-of-week reward

For younger kids: sticker economy, tokens, marbles, or “punch cards”

For older kids: points, privileges, playlist control, digital currency, weekend activities

And for teens?

Gamification works beautifully when they design their own system. Teens hate imposed structure but excel at building their own world.

C. Immediate Reinforcement vs. Distant Reward

Here’s where parents get stuck: most traditional motivation relies on distant benefits. Good grades in May. Future college admissions. “Success in life.” ADHD brains experience these as vague future holograms.

ADHD dopamine responds to:

• immediacy

• tangibility

• novelty

• control

So:

• 10 minutes of Minecraft now > “good grades later”

• gummy bears during math > “teacher will be proud”

• 5 tokens toward a weekend goal > “this matters for your future”

This is not bribery. This is aligned motivation architecture.

D. Body Doubling

Body doubling is one of the most underrated ADHD homework strategies on Earth. It means someone sits nearby while the child works. Not helping. Not micromanaging. Just existing.

Why it works:

• anchors attention

• reduces distraction

• increases task initiation

• creates social accountability

• provides emotional safety

Co-working culture wasn’t invented for fun — it was invented for dopamine.

For teens, digital body doubling works too: timers + shared video + sibling + friend + parent. If the homework wall is really steep, body doubling can be the rope.

What to Do When Homework Hits a Wall (Meltdowns, Stuckness, Avoidance)

Even with the best ADHD homework strategies, some days the wheels just come off. Stuck happens. Avoidance happens. Shutdown happens. Meltdowns happen. The key is not to push harder — pushing harder usually pushes brains into shutdown faster. The goal is diagnosis: Why is the wall here? What is the barrier? Because the barrier is almost never “attitude.”

A. Identify the Barrier (Not the Behavior)

Behavior is surface-level. The barrier is underground.

Possible barriers include:

• executive function crash (initiation, switching, working memory)

• emotional overwhelm (fear of failure, perfectionism, frustration)

• sensory overload (noise, light, hunger, fatigue)

• motivation mismatch (no dopamine access)

• skill gap (academic knowledge missing)

Barrier identification is how you avoid mislabeling a math meltdown as laziness or a writing shutdown as “stubborn.”

B. De-escalation Toolkit

When a wall appears, the brain has entered threat mode. Logic will not win here. Punishments will not win here. Lectures will not win here. Regulation wins here.

De-escalation tools include:

• Pause (freeze the expectation)

• Rest (movement break, sensory break, snack break)

• Reset (role swap, environment swap, subject swap)

• Regulate (music, pressure input, fidget, silence)

Once regulation returns, the wall often dissolves without drama.

C. The 3–Choice Reset

Autonomy is the antidote to overwhelm. When stuck, offer three options:

1. Quit for now (resume later)

2. Delay (set timer for restart)

3. Modify (reduce length, change location, break into chunks)

Controlled quitting is not giving up. It prevents the explosion that ruins the whole night.

D. Skill Gaps Are Not Attitude Problems

This is the big one — the part schools often miss. If your child only melts down during:

• math

• writing

• reading fluency

• spelling

• essay planning

• or foreign language

It’s probably not defiance. It’s a skill gap. You cannot willpower your way through a gap in decoding, number sense, working memory, reading comprehension, symbolic manipulation, or spelling.

Skill gaps trigger shame + overwhelm + failure = shutdown.

Address the skill gap and the “behavior problem” magically evaporates.

The Parent Game Plan (A Real System with Real ADHD Homework Strategies, Not Vague Advice)

If there’s one thing I cannot stand, it’s advice that sounds good but does absolutely nothing. Parents of ADHD kids do not need pep talks about “structure” and “routine.” They need a game plan. A real one. One that makes evenings livable, reduces conflict, preserves family relationships, and actually respects how ADHD brains operate.

So here’s the game plan — broken into three levels: tonight, this week, and long-term.

Tonight’s Plan (Micro-Systems That Help Right Now)

Step 1: Transition Break

10–30 minutes to decompress, fuel, move, stim, breathe, snack, hydrate.

Step 2: Homework Scan + Choice Menu

Identify what’s due → estimate → choose order → choose location → choose tools.

Step 3: Body Double (or Solo with Check-Ins)

Parent sits nearby or stays accessible. Presence decreases avoidance.

Step 4: Timer + Microtasks

Timers for initiation + chunking for task management.

Example: 10 minutes work / 2 minute break / repeat.

Step 5: Movement Breaks (Scheduled, Not Negotiated)

Breaks every X minutes or after X micro-tasks.

Step 6: Reinforcement or De-escalation

Reinforcement for momentum.

De-escalation for overwhelm.

Either is adaptive — neither is failure.

Step 7: Wrap-Up Reflection (2–3 Minutes)

Ask:

• “What worked well today?”

• “What should we do differently tomorrow?”

Reflection builds metacognition, and metacognition builds independence.

Weekly Plan (Because Monday and Thursday Are Not the Same Species)

Weekly strategy prevents Thursday-night surprises and Sunday-night catastrophes.

Plan Ahead for Big Assignments:

Essays, projects, long readings → break into chunks → add checkpoints.

Weekend Catch-Up Blocks:

Not as punishment — as breathing room. ADHD kids often need asynchronous time.

Check-In on Systems:

Ask:

• “Are timers helping?”

• “Do you want a different workspace?”

• “Should we start earlier or later?”

• “Do we need more breaks or fewer?”

Homework systems are living organisms — adjust without drama.

Long-Term Plan (Because Homework Is Data, Not Just Work)

Homework patterns reveal far more than most parents realize.

Long-term questions to ask:

• Are supports enough?

• Is confidence improving?

• Is the workload reasonable?

• Is frustration chronic or situational?

• 
  

If the answer to any of these is no, that’s important information.

When Tutoring, EF Coaching, or Testing May Be Needed:

Homework struggles can reveal:

• skill gaps (tutoring)

• executive function bottlenecks (EF coaching)

• learning differences (assessment/testing)

Testing is not a label; it’s a map. Maps help avoid cliffs.

School Communication Tips:

Teachers are more flexible when parents speak their language. Key phrases:

• “We’re seeing initiation delays.”

• “We’re breaking tasks into chunks.”

• “Working memory seems to be the barrier.”

• “Large assignments need checkpoints.”

• “Extended time isn’t about ability, it’s about processing.”

  
  

Schools respond well to clarity + data + collaboration.

If you want plug-and-play tools for dashboards, planning, and homework systems, I’ve already built those into the Resource Vault so you don’t have to reinvent the wheel.

Or how about the whole ADHD-friendly homework system boiled down into one simple, printer-friendly guide, I made a one-pager you can use starting tonight.

Download the ADHD Homework Game Plan (Free One-Pager)

When Homework Is a Symptom of Something Bigger

One of the most misunderstood pieces of ADHD is that it rarely travels alone. ADHD is the party guest who brings dyslexia, dyscalculia, anxiety, ASD, sensory processing differences, or sleep dysregulation as its plus-ones — and sometimes all of them at once.

If homework is consistently miserable, chronically avoided, or functionally impossible, it’s worth asking: is the homework struggle the problem, or is the homework struggle the symptom?

Here are the big categories to consider:

Executive Function Disorder

If the meltdown happens at:

• initiation,

• planning,

• organization,

• switching,

• or time management

— that’s EF territory.

Signs:

• can do the work in class but not at home

• starts but doesn’t finish

• works forever but produces very little

• loses materials or instructions mid-task

Learning Differences (LD)

If meltdown happens only in specific subjects, suspect skill gaps or LD.

Examples:

• dyslexia: reading + written expression meltdown

• dyscalculia: math + number sense meltdown

• dysgraphia: handwriting + written output meltdown

Kids don’t meltdown in areas they feel competent in. They avoid what makes them feel vulnerable.

Math-Specific Difficulty

Math deserves its own category because ADHD + math is a special cocktail. Working memory, sequencing, symbolic representation, and error monitoring all collide there.

Red flags:

• homework takes hours

• student says, “I get it in class but not at home”

• increased anxiety around timed tasks

• avoidance during multi-step problems

• meltdown during test days but not practice days

(Hint: this is where dyscalculia often hides in plain sight.)

A lot of parents are surprised to learn there are multiple ways dyscalculia shows up — it’s not just “struggling with math” in a vague sense. In fact, I wrote a full series on the Nine Hidden Faces of Dyscalculia™ because so many kids present in unexpected ways that get mislabeled as “careless,” “lazy,” or “not trying hard enough.” If homework battles are showing up specifically around math, this is worth reading.

Emotional Burnout

Sometimes the problem isn’t academic at all. It’s cumulative fatigue.

Signs:

• Sunday scaries

• Homework dread

• Complaints of stomachaches or headaches

• “I hate school” spiral

• Perfectionism paralysis

• Shutdowns during corrections

Burnout isn’t defiance — it’s self-protection.

Sleep / Medication Mismatch

Sleep is executive function fuel. Homework without sleep is like algebra without numbers.

Medication timing matters too — many meds wear off right when homework begins. That is not bad parenting or a failing child — it’s a scheduling mismatch.

Encouraging Independence (Without Abandoning Them to the Wolves)

Independence is the dream. But independence without scaffolding is abandonment with nicer packaging. ADHD kids don’t magically learn self-management by being thrown into the deep end — they learn it by building capacities one layer at a time.

The progression looks like this:

• Scaffolding → supports are provided externally

• Shared Control → tasks are co-managed

• Gradual Release → parent fades, kid takes lead

• Self-Monitoring → child evaluates progress

• Self-Advocacy → child voices needs & solutions

The goal is not a child who “never needs help.” The goal is a child who knows what helps and knows how to ask for it.

Practical independence tools include:

• self-check lists

• timers

• dashboards

• reminders

• alarms

• planners (paper or digital)

• screen readers

• Google Classroom syncing

• Notion boards

• time-blocking calendars

• voice-to-text

• reading pens

• graphic organizers

For teens especially, digital tools bridge the executive function gap better than willpower ever will.

For the Love of All That Is Holy — Let’s Talk About Tests

Tests are where the ADHD plot twist really happens. Kids who do fine with homework implode on test days because tests require a different skill set:

• memory retrieval

• inhibition

• speed

• working memory

• stress management

Homework uses recognition. Tests use recall. ADHD does not do recall lightly.

If your child:

• knows the material,

• does the homework,

• passes the practice,

• and still flops the test,

that’s not laziness — that’s a testing profile mismatch.

Test prep strategies that don’t require tears:

• retrieval practice in micro-bursts

• spaced repetition

• sample tests + practice questions

• oral rehearsal

• teach-back (child explains to parent)

• body doubling review sessions

• cheat sheet creation (even if they don’t get to use it)

• open-note preps

• color-coded formula cards

The irony? Most kids learn more from the cheat sheet they aren’t allowed to bring than from the three nights of rereading the same chapter.

Final Thoughts & Next Steps

When kids feel capable, everything changes — homework, tests, confidence, and the way they see themselves as learners.

If homework feels like a nightly battlefield, you’re not imagining it. ADHD homework struggles are real, but they’re also solvable with systems that respect how ADHD brains actually work. Your child is not “lazy,” and you’re not doing anything wrong. The truth is simply this:

Kids thrive when the environment matches the brain.

When we stop treating homework like a moral test and start treating it like a neurocognitive task that requires scaffolding, support, and strategy, everything changes:

• confidence rises

• self-advocacy grows

• independence develops

• family stress decreases

• grades improve as a side effect, not the main goal

And here’s the most important part:

You don’t have to figure all of this out alone. It’s okay to need help. It’s okay to want someone else to take over the academic side so you can get your relationship with your child back. A parent should not have to choose between being the homework enforcer and being the one who tucks them in at night.

If you’re reading this and thinking,

“We’ve tried everything… and it’s still not working.”

or

“We’re already burnt out.”

or

“This feels bigger than homework and I need someone who actually gets ADHD.”

then it may be time to bring in an expert who can guide, coach, scaffold, and support.

If you need added help — or you're already burnt out and want someone else to take over — I offer free consultations to talk through what your child is struggling with, what supports they need, and how we can make evenings more doable and less miserable.

Book a free consultation with me and let’s build a plan that actually works for your kid’s brain — and preserves the peace in your home.

Homework doesn’t have to be war. Let’s do it differently.

About the Author

Ms. Susan Ardila, M.Ed. is an educational clinician, certified teacher, and the founder of MindBridge Math Mastery, where she specializes in multisensory math instruction, dyscalculia support, and executive function coaching for neurodiverse and high-achieving students. With over a decade of experience in K–12 math education, Susan is known for helping students move from “I can do it with help” to true academic independence by teaching them how to think through math—not just follow steps.

REFERENCES

Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243–248.

Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A five-year longitudinal study. Developmental Psychology, 47(6), 1539–1552.

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer.

National Council of Teachers of Mathematics (NCTM). (2014). Principles to Actions: Ensuring Mathematical Success for All. NCTM.

Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From brain to education. Science, 332(6033), 1049–1053.