Brain Research:

Implications for

Mathematics Education

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The Best Learning Comes from

Emotionally Safe Non-threatening Environments

The Brain is Designed for Survival

Physical

Social

Emotional

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The Brain is Poorly Designed for Formal Instruction.

It is not designed for efficiency and order.

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New Concepts are Difficult to Grasp at First

Because There are No Networks to

Create the Associations

Three Factors Critical to Constructing Meaning

Relevance

Emotion

Context/Pattern

You Can Either Have Your Students’ Attention

OR They Can Be Making

Meaning For Themselves, But

Never at the Same Time

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Rate of Learning and Rate of Retrieval

are Independent

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All Learning Requires the Appropriate Mental State

Curiosity

Anticipation

Suspense

Low-Moderate Anxiety

High Challenge

Temporary Confusion

Best - First

Second Best - Last

Least - Just Past the Middle

Prime Time

Creating the Right Mental State

Learners who know how to process negative moods optimize learning time. They model good decision making and critical thinking, and they have a sense of belonging. Visualization and goal setting activities, decision-making scenarios, and activities that require logical thinking and brainstorming help create the right mental state.

Motions and Actions Help Learning

Cross Body Motions Help

The Best Teachers Have the Learners Attention Less Than 20% of the Time

Right-Brain Left-Brain Research Shows the Two Hemispheres are Highly Integrated

The Brain Needs Something New Every 20 Minutes

David Sousa’s Hierarchy

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Lecture

Read

Audiovisual

Demonstration

Discussion Group

Practice by Doing

Teach Others/Immediate Use of Learning

Average Retention Rate After 24 Hours

5%

10%

20%

30%

50%

75%

90%

For Long-Term Memory Retention

Rehearsal Is NecessaryRehearsal Is Necessary

Problem Solving

Reasoning and Proof

Communication

Connections

Representations

Problem Solving

Reasoning and Proof

Communication

Connections

Representations

Process Standards

Teachers are the primary

source of feedback for their

students.

Teachers are the primary

source of feedback for their

students.

FeedbackFeedback

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Rules for Feedback

More Often

More Immediate

More Specific

More Appropriately Presented - Celebrations are better than rewards

Stages of Learning

Preparation

Acquisition

Elaboration

Memory Formation

Functional Integration

Preparation

This stage provides a framework and sets up possible connections with the learner’s background and the new information.

This stage provides a framework and sets up possible connections with the learner’s background and the new information.

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Acquisition

During this stage the learner is receiving sensory input. This may be in the form of data, written material, lecture, etc. This may also include talking and doing. The brain feeds on meaningful exposure to larger models, patterns, and experiences through manipulation, experimentation, discussion, and revisiting ideas.

During this stage the learner is receiving sensory input. This may be in the form of data, written material, lecture, etc. This may also include talking and doing. The brain feeds on meaningful exposure to larger models, patterns, and experiences through manipulation, experimentation, discussion, and revisiting ideas.

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Elaboration

During this stage learners need to practice and refine their thinking. They need lots of feedback from the teacher but also from each other.

During this stage learners need to practice and refine their thinking. They need lots of feedback from the teacher but also from each other.

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Memory Formation

Many factors such as adequate rest, emotional intensity, context, nutrition, quality and quatity of associations, stage of development, learner states and prior learning contribute to memory formation. It is the memory formation that allows the learning to be retrieved

Many factors such as adequate rest, emotional intensity, context, nutrition, quality and quatity of associations, stage of development, learner states and prior learning contribute to memory formation. It is the memory formation that allows the learning to be retrieved

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Functional Integration

This stage provides for practice and use so that the new learning is reinforced and expanded upon.

This stage provides for practice and use so that the new learning is reinforced and expanded upon.

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