The Sneaky Side of Summer Learning: Why Math Doesn’t Have to Look Like Math
- aliazundel
- Jun 22
- 6 min read
A few summers ago, I found myself standing in a grocery store aisle listening to two children passionately debate which package of cookies was the better deal.
One was arguing for the larger package because it had more cookies. The other insisted the smaller package was actually cheaper per cookie. Neither child had a worksheet in hand.
Neither one thought they were practicing math.
Yet there they were, comparing quantities, estimating costs, defending their reasoning, and trying to convince each other they were right.
As a math tutor, I couldn’t help but smile.
As a mom, I was reminded of something important: learning doesn’t only happen at a desk.
By the time summer arrives, many parents are exhausted. Children are exhausted too.
The school year often feels like a marathon of assignments, tests, projects, schedules, and reminders. When June finally appears, most families are ready for a break.
And honestly? They deserve one.
Yet many parents of children who struggle with learning carry a quiet worry into the summer months.
They wonder if their child will forget what they learned during the school year. They wonder if skills will slip. They wonder whether they should be doing more.
If you’ve ever had those thoughts, you’re certainly not alone.
But I want to offer a different perspective.
What if summer isn’t about recreating school at home?
What if it isn’t about convincing reluctant learners to complete another workbook?
What if some of the most valuable learning opportunities happen when children don’t realize they’re learning at all?
Children are naturally curious. They ask questions. They solve problems. They make observations.
They test theories. In many ways, they’re little scientists and mathematicians long before anyone gives them a textbook.
I’ve worked with many students who struggle with traditional academic settings.
Some have ADHD. Some are autistic. Some have processing differences. Some carry years of frustration and anxiety around math.
What I often discover is that these same children can demonstrate remarkable problem-solving skills when the situation feels meaningful to them.
Ask a child to complete twenty fraction problems on a worksheet and you may get resistance.
Ask that same child how to divide a pizza fairly among friends and suddenly fractions become extremely important.
Ask a child to practice multiplication facts and they may groan.
Ask them how much spending money they’ll have left after buying souvenirs on vacation, and now they’re doing mental math without hesitation.
The difference isn’t always the math itself.
It’s the context.
"As a mom, I was reminded of something important:
learning doesn’t only happen at a desk."
Why Real-World Learning Matters, Especially for Neurodivergent Learners
One reason these everyday experiences can be so powerful is that children often learn best when they can connect new ideas to something meaningful.
When math exists only on a worksheet, it can feel abstract and disconnected from daily life.
But when children are figuring out whether they have enough money for a souvenir, doubling a cookie recipe, or comparing prices at the grocery store, the purpose of the math becomes clear.
Research in mathematics education has found that real-world contexts help students see how mathematical ideas apply beyond the classroom and support deeper engagement with learning.
Rather than memorizing procedures in isolation, students are able to connect concepts to situations they recognize and understand. (Springer Nature Link)
This can be particularly valuable for neurodivergent learners.
Many children with ADHD, autism, learning differences, or executive functioning challenges benefit from learning experiences that are concrete, hands-on, and connected to real situations.
Executive functions are the mental skills that help us plan, organize, remember information, shift attention, and complete tasks.
When learning is tied to a meaningful activity, children often have more opportunities to practice these skills naturally. (insighteducationacademy.org)
I’ve seen this repeatedly in my tutoring practice.
A student who struggles to focus on a page of word problems may become completely engaged when planning a family budget for a vacation.
Another student who finds fractions frustrating on paper may suddenly understand them while adjusting a recipe or dividing treats among friends.
Research exploring experiential and nature-based learning for autistic students has found that active, hands-on experiences can increase engagement, encourage problem solving, and help learners make meaningful connections between what they are learning and the world around them. (additudemag.com)
Of course, every child is different. There is no single approach that works for everyone.
But many neurodivergent learners thrive when learning feels purposeful, relevant, and connected to their interests.
Sometimes the most effective lesson isn’t the one that looks the most academic.
Sometimes it’s the conversation in the grocery store aisle, the family board game, or the batch of cookies cooling on the counter.
Summer Is Full of Sneaky Math Opportunities
Summer provides countless opportunities for children to use mathematical thinking in ways that feel natural and relevant.
Cooking is one of my favorite examples. Measuring ingredients, doubling recipes, halving recipes, estimating quantities, and timing different steps all involve mathematical thinking.
Children who struggle to engage with abstract concepts often find these ideas easier to understand when they can see and touch the results.
The same thing happens during family outings.
A trip to the zoo becomes an opportunity to estimate walking distances and compare ticket prices.
A road trip invites conversations about travel time, mileage, and fuel stops.
Even deciding how to spend an afternoon often involves planning, sequencing, estimating, and problem solving.
Board games can be surprisingly powerful as well.
Some of the strongest mathematical thinkers I know developed strategic reasoning through games rather than worksheets. They learned to recognize patterns, calculate probabilities, manage resources, and think several steps ahead — all while having fun with their families.
And perhaps that’s the secret.
The goal isn’t to trick children into doing schoolwork.
The goal is to help them experience themselves as capable thinkers.
For children who have struggled academically, confidence matters just as much as skill development.
When a child successfully figures out the best deal at a store, plans a family game strategy, calculates whether they have enough allowance for a purchase, or adjusts a recipe, they’re building more than math skills.
They’re building trust in their own ability to solve problems.
That confidence often carries back into academic learning when school resumes.
As both a tutor and a parent, I’ve learned that growth doesn’t always look the way we expect it to.
Sometimes it happens at the kitchen counter while baking cookies. Sometimes it happens during a family board game. Sometimes it happens while arguing over pizza slices.
Those moments may not look educational on the surface, but they are often rich with learning.
So if you’re looking ahead to summer and wondering whether you’re doing enough, give yourself permission to think beyond worksheets and workbooks.
Read together. Explore together. Cook together. Play together. Ask questions. Solve problems. Be curious.
The learning will often take care of itself.
And if your child could benefit from a little extra support, summer can also be a wonderful time to strengthen skills in a low-pressure environment. Without the stress of grades, tests, and packed school schedules, many students find it easier to build both confidence and understanding.
Most importantly, remember that learning doesn’t have to look like school to be meaningful.
Sometimes the sneakiest learning opportunities are the ones children enjoy the most.
About the Author
Alia Zundel is a licensed teacher and the owner of A to Z Learning LLC, an online tutoring business specializing in math support for students in grades 4–8. She works with many neurodivergent learners, including students with ADHD, autism, processing differences, and math anxiety, helping them build both skills and confidence in a supportive, personalized environment.
Alia is also a mom of three neurodivergent children, which gives her a unique perspective on the challenges and joys families experience when supporting learning at home. Through her tutoring and writing, she aims to make math feel more approachable, meaningful, and empowering for both students and parents.
References
Brown, J. P. (2019). Real-World Task Context: Meanings and Roles. In Lines of Inquiry in Mathematical Modelling Research in Education.
Springer Nature Link
Understood.org. How Kids Use Executive Functions to Learn.
Friedman, S., James, M., Brocklebank, J., Cox, S., & Morrison, S. (2023). Facilitating Nature-Based Learning With Autistic Students. Childhood Education.
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