Why Are Some People with ADHD Good at Math and Others Bad? Exploring cognitive profiles, working memory differences, autistic-leaning traits, and emotional/dopaminergic factors

AbstractThe association between ADHD and poor mathematical performance is widely accepted but insufficiently interrogated. This paper proposes a novel integrative framework to account for the striking variability in math-related outcomes among individuals with ADHD. While many exhibit difficulty with procedural tasks requiring sustained attention and working memory, others demonstrate advanced abstract reasoning, rapid pattern recognition, or systematizing tendencies typically unaccounted for in deficit-centered models.We synthesize findings across cognitive psychology, educational neuroscience, and autism research to highlight four interacting factors that influence mathematical expression in ADHD: (1) heterogeneity in working memory profiles, (2) divergent cognitive styles—particularly the distinction between procedural and intuitive/pattern-based reasoning, (3) dopaminergic reward sensitivity and interest-driven engagement, and (4) co-occurring autistic traits such as hyperfocus and systemizing. These domains are not merely additive but interdependent, often creating sharp contrast between individuals who are high-functioning in abstract mathematics and those who are not.By reframing ADHD not as a uniform impairment but as a multidimensional cognitive profile with meaningful subtypes, this model invites more personalized and strength-based approaches to education and assessment. It also advances a redefinition of mathematical giftedness and difficulty within neurodivergent populations.