Learning mathematics in distracting environments

I suggest that digital distraction fosters unequal learning environments for mathematics. This is because learning mathematics is particularly vulnerable to distraction due to the high working memory load required for mathematical problem-solving. At the same time, there is socioeconomic variance in people’s executive functions, including working memory resources. Because of these reasons, I argue that digital distraction should be seen as an obstacle to learning mathematics for learners who come from vulnerable backgrounds. According to Peter Westen’s (1985) three-part analysis of opportunity in equality of opportunity, to guarantee equality of opportunity, obstacles that target already vulnerable groups should be kept to a minimum. By applying Westen’s analysis to this issue, I further argue that achieving equal opportunity for learning mathematics entails limiting digital distraction in the mathematics classroom. On this basis, I then present normative criteria for evaluating the permissibility of digital distraction in learning situations in general.