Case Study: How Hands-On Math Helped a 4th Grader Build Confidence and Score Big Gains
The Challenge
Christopher’s mom reached out during the summer looking for support in:
Building confidence with math
Strengthening multiplication and division facts
Improving word problem-solving strategies
She was especially concerned about his frustration in class and growing tension with his teacher, especially during math lessons.
“He has been having it rough with the teacher. I don't know if it's behavior and accountability on his part or if his teacher’s frustrations are coming out as disrespect… He is saying now not only is the teacher comparing him to other students and calling him out in front of class but also getting frustrated with him when he says he doesn't understand something.”
The Approach: Active Learning with Embedded Math
We worked together once a week for 10 weeks, blending hands-on science activities with math instruction, including:
Building circuits and modeling sound waves using string and solo cups
Math games and movement-based learning, like acting out area models
Scaffolds and visual tools, such as CUBES for word problems and multiplication charts
Encouraging metacognition, like using self-talk to stay focused
Strengths-based redirection when attention waned
From our first session, Christopher showed strong divergent thinking — he made creative connections across concepts and lit up during interactive tasks.
Early Observations
Some initial challenges included:
Needing occasional reminders to stay focused
Working memory fatigue during multi-step problems
Difficulty recognizing two-step problem structures
But with verbal cues, pacing support, and visual reminders, he responded quickly and gained confidence week by week.
The Outcome: Growth, Confidence, and Less Classroom Conflict
By December, Christopher had:
Achieved one of the highest growth scores in his class on his MAP math test 🎉
Improved communication with his teacher and had fewer negative interactions
Used self-talk and pacing strategies at home to stay calm and focused
Continued applying strategies from tutoring during independent work
Why This Matters
Christopher’s story shows how confidence grows when students are supported in ways that feel engaging, empowering, and tailored to their strengths. Hands-on learning, visual tools, and a calm, encouraging presence helped Christopher shift from frustrated to flourishing.
About the Author
Sharronda Smith of Enrichology Tutoring grew up as the older sister of a younger brother on the autism spectrum, Jerome Maurice Smith (1989–2014). Long before she had the language of “neurodivergence,” she was already learning how to communicate beyond words, adapt to sensory needs, and see her brother for what he could do—not just what others thought he couldn’t.
As an adult, Sharronda is a neurodivergent educator herself and understands both sides of the story: being a sibling of an autistic child and living with ADHD. She is certified by the state of Texas in 8–12 Composite Science, 7–12 Mathematics, and EC–12 Special Education, and has taught high school science to grades 9–12.
Through Enrichology Tutoring, Sharronda now supports neurodivergent learners and their families with strategies grounded in lived experience, neuroscience, and classroom practice. Her work centers on helping students—and their siblings—feel seen, regulated, and capable, whether they’re working through math anxiety, sensory needs, or the quiet complexities of growing up in a neurodivergent family.
Ready to explore how neurodivergent-informed teaching can help your child thrive?
Reach out to discuss tutoring options that support both neurodivergent learners and their siblings. I offer strategies grounded in real-world experience and empathy.
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