Results from an investigation of neurodivergent introductory physics problem-solving

Neurodivergent and disabled students are entering higher education at increasing rates. Yet despite increased representation in STEM, neurodivergent physics students report experiencing education environments that are unsupportive, and instruction and assessment that marginalizes neurodivergent students on the basis of how they think about and solve problems. Furthermore, neurodivergent students report solving problems and learning physics in uniquely neurodivergent ways. To investigate neurodivergent learning and problem-solving, we conducted a grounded theory study composed of semi-structured interviews and think-aloud interviews with neurodivergent undergraduates covering introductory physics topics. In this talk, we present the results of our grounded theory study and discuss implications for teaching/mentoring neurodivergent students.