Learning Mathematics Through a Kinaesthetic Approach and the Use of Tactile Objects
Supporting All Learners, Including Those with ADHD and Dyscalculia
In recent years, educational research and classroom practice have increasingly recognised the value of varied learning approaches that respond to the diverse needs of learners. One such approach is kinaesthetic learning – a method that prioritises movement, touch, and hands-on activities. When applied to mathematics, kinaesthetic learning, especially through the use of tactile objects, has demonstrated significant benefits in helping secure facts and conceptual understanding, particularly for learners who find maths more challenging. This approach is especially powerful for neurodivergent pupils, including those with Attention Deficit Hyperactivity Disorder (ADHD) and dyscalculia.
Understanding the Kinaesthetic Approach
Kinaesthetic learning refers to a learning style in which individuals learn best by doing. It involves active participation, movement, and physical manipulation of objects. While traditional teaching methods often emphasise visual or auditory instruction – through textbooks, whiteboards, or verbal explanations – kinaesthetic methods offer a more embodied form of learning.
As educational psychologist Howard Gardner (1983) suggested in his theory of multiple intelligences, “Children possess different kinds of minds and therefore learn, remember, perform, and understand in different ways.” For kinaesthetic learners, engaging the body in the learning process helps cement abstract concepts into tangible experiences.
According to the UK-based National Numeracy charity (2022), around 49% of working-age adults have the numeracy levels expected of a primary school child. Such statistics point to the importance of early, effective, and inclusive maths instruction. Kinaesthetic methods can provide a critical foundation for learners who otherwise struggle with abstraction.
The Importance of Tactile Learning in Mathematics
Mathematics is inherently abstract. Concepts such as place value, fractions, algebra, and geometry often present significant challenges for pupils who cannot visualise or internalise what they are learning. Tactile resources – objects that can be physically handled – provide a concrete way to access these abstract ideas.
Jean Piaget’s stages of cognitive development suggest that concrete operational thinking (typically from ages 7–11) is a crucial period where children benefit most from hands-on, tangible experiences. In line with this, Bruner (1966) proposed the Concrete-Pictorial-Abstract (CPA) approach, advocating for “learning through enactive representation before moving to symbolic understanding.”
Manipulatives such as Dienes blocks, Cuisenaire rods, Numicon, and fraction tiles support this process. A 2021 report by the Education Endowment Foundation (EEF) found that “manipulatives and representations can have a positive impact on pupil outcomes, particularly when they are used to support the development of understanding.”
When pupils manipulate these objects, they create multi-sensory memories that reinforce mathematical concepts. Instead of relying solely on rote memorisation, learners build a physical and cognitive map of the learning material.
Supporting Learners Who Find Maths Challenging
Many children struggle with maths for various reasons – gaps in prior learning, low confidence, anxiety, or simply because traditional teaching methods do not suit their learning style. According to research by Boaler (2015), “students who work with visual and tactile methods in maths not only enjoy the subject more, they also perform better in assessments.”
By engaging the body and senses, kinaesthetic and tactile learning lowers barriers and promotes understanding. Pupils who struggle with traditional worksheets can often thrive when concepts are taught using manipulatives or physical movement. Moreover, kinaesthetic tasks promote verbal reasoning and mathematical talk, essential for deep learning.
In UK primary classrooms, Ofsted’s 2021 maths subject report states that “teachers who effectively used practical equipment enabled pupils to develop secure understanding before moving to more abstract procedures.” This reinforces the importance of tactile and kinaesthetic strategies in helping learners build lasting mathematical knowledge.
Addressing Neurodivergent Needs: ADHD and Dyscalculia
For neurodivergent learners, such as those with ADHD and dyscalculia, kinaesthetic and tactile approaches are not just beneficial – they are often essential.
ADHD
Learners with ADHD typically experience challenges with attention, focus, and impulse control. A study published in the British Journal of Special Education (2018) highlighted that pupils with ADHD benefit from “movement-integrated instruction” as it helps regulate attention and behaviour.
Kinaesthetic learning, such as building number sequences with cards or stepping on number lines, provides an outlet for physical energy while supporting mathematical development. Rather than being seen as a distraction, movement becomes a learning tool. According to Susan Gathercole (2017), working memory researcher at the University of Cambridge, “Embedding physical activity into cognitive tasks helps maintain focus and enhances working memory in children with ADHD.”
Dyscalculia
Dyscalculia is a specific learning difficulty affecting numerical understanding and manipulation. The British Dyslexia Association (2020) estimates that around 5–7% of the population may have dyscalculia. Learners with this condition often struggle with number sense, sequencing, and symbolic representation.
For these pupils, tactile objects are essential. Concrete materials such as Numicon allow them to physically explore number patterns and relationships. Chinn and Ashcroft (2017), authors of Mathematics for Dyslexics and Dyscalculics, argue that “multi-sensory methods, particularly visual and tactile resources, are vital in helping learners with dyscalculia develop conceptual understanding.”
These tools scaffold understanding, allowing learners to explore number structure, one-to-one correspondence, and composition of number in a way that visual or auditory methods alone cannot provide.
Cognitive and Emotional Benefits
Beyond academic outcomes, kinaesthetic and tactile learning methods can positively influence pupils’ emotional engagement with maths. According to the Sutton Trust (2014), “maths anxiety affects around 30% of school-aged children,” often reducing participation and confidence.
Success with hands-on learning boosts self-esteem and re-engages disaffected learners. When pupils feel successful, they are more likely to persevere, take risks, and develop a growth mindset – all vital attributes for mathematical learning.
Collaborative activities involving tactile resources also foster peer discussion, cooperation, and mutual support. As Jo Boaler emphasises, “Mathematics should be a creative and connected subject – it is not about memorising facts, but understanding ideas.”
The CPA Approach: Bridging Concrete to Abstract
One particularly effective model that highlights the value of tactile and kinaesthetic learning is the CPA (Concrete-Pictorial-Abstract) approach. Widely used in the UK through schemes like Maths No Problem and White Rose Maths, CPA offers a structured progression from physical manipulation to symbolic reasoning.
The National Centre for Excellence in the Teaching of Mathematics (NCETM) explains, “The CPA approach is particularly effective for children with SEND, as it ensures secure conceptual understanding before moving on to abstract representations.” Through the concrete stage, learners build confidence and security, which then underpins the later stages of mathematical development.
Practical Classroom Strategies
Some effective kinaesthetic and tactile strategies for maths include:
Using Numicon to represent number bonds and place value visually and tangibly.
Building shapes with magnetic tiles to explore geometry.
Jumping number lines marked on the floor to develop addition and subtraction fluency.
Weight and balance scales to explore equations and equivalence.
Card sorting games for sequencing, grouping, and matching quantities.
EEF guidance also highlights the importance of explicit teacher modelling and structured scaffolding when using manipulatives. Teachers must ensure resources are used purposefully and linked clearly to the intended mathematical learning.
Conclusion
Kinaesthetic learning and tactile objects are not just engaging alternatives to traditional instruction – they are essential tools for securing knowledge and supporting inclusive mathematics education. For neurodivergent learners such as those with ADHD and dyscalculia, these approaches transform abstract numbers into concrete, accessible experiences.
As the evidence shows, learning through doing not only improves understanding but also enhances memory retention, engagement, and mathematical confidence. By embracing movement, touch, and concrete experiences, educators can ensure that all pupils – regardless of ability or learning profile – have the opportunity to succeed in mathematics.
