Movement as Regulation

Why This Works for Neurodivergent Minds

• Bottom-Up Processing: Many autistic students learn “bottom-up”—they gather details before forming a concept. Seeing math in the physical world provides the “details” that make the abstract concept click.
• Executive Function Support: Architecture that dictates flow and purpose reduces the cognitive load of “What am I supposed to be doing right now?”
• Movement as Regulation: Allowing students to move through their learning helps regulate the nervous system, which is often a prerequisite for high-level mathematical thinking.