Research project for the development of a teaching strategy to improve mathematical problem solving in students with double exceptionality (high abilities and ADHD) at Academir, Miami, Florida.

Abstract

This article develops an intervention research proposal aimed at improving mathematical problem solving in elementary students with twice-exceptionality: giftedness and ADHD, at Academir School in Miami, Florida. It is based on an approach that integrates metacognitive routines, instructional differentiation, and task design with cognitive load management. The proposal includes an applied protocol consisting of classroom observation, interviews with teachers and families, and performance assessments in problem solving to characterize difficulties and evaluate the impact of a didactic strategy. The aim is to increase planning, monitoring, and solution verification, strengthen self-regulation, enhance motivation toward mathematics, and provide replicable guidelines for inclusive teaching.