To reach all your math students, use your brain—and theirs, too!
This updated bestseller takes readers to the next level with new brain-friendly strategies backed by the latest research and even more ways to seamlessly incorporate what you learn about your students’ developing minds into your math classroom. Discover the cognitive mechanisms for learning math, explore factors that contribute to learning difficulties, and follow a four-step teaching model that relates classroom experience to real-world applications. Features include:
- New strategies for motivating adolescents
- Integration of the arts into mathematics instruction
- New information on how technology affects attention and memory
- Expanded sections on number sense and ELL instruction
- More than 160 new references
|Edition description:||Second Edition|
|Product dimensions:||8.40(w) x 10.80(h) x 0.80(d)|
About the Author
David A. Sousa, Ed D, is an international consultant in educational neuroscience and author of more than a dozen books that translate brain research into strategies for improving learning. He has presented to more than 200,000 educators across the United States, Canada, Europe, Australia, New Zealand, and Asia. He has taught high school chemistry and served in administrative positions, including superintendent of schools. He was an adjunct professor of education at Seton Hall University and a visiting lecturer at Rutgers University. Dr. Sousa has edited science books and published dozens of articles in leading journals. His books have been published in French, Spanish, Russian, Chinese, Arabic, Korean, and several other languages. He is past president of the National Staff Development Council (now Learning Forward) and has received honorary degrees and awards for his commitment to research, professional development, and science education. He has appeared on NBC’s Today Show and National Public Radio to discuss his work with schools using brain research.
Table of Contents
About the AuthorIntroduction Everyone Can Do Mathematics Why is Learning Mathematics So Hard? Response From Mathematics Educators About This Book Questions This Book Will Answer Chapter Contents Other Helpful Tools Assessing Your Current Knowledge of How We Learn Mathematics What's Coming?1. Developing Number Sense Babies Can Count What Is Number Sense? Animals Also Have Number Sense Why Do We Have Number Sense? Piaget and Number Sense Learning to Count Subitizing Counting How Language Affects Counting The Mental Number Line Expanded Notions of Number Sense Can We Teach Number Sense? Quantities to Words to Symbols Gardner’s Logical/Mathematical Intelligence What’s Coming? Reflections on Chapter 12. Learning to Calculate Development of Conceptual Structures Structures in Four-Year-Olds Structures in Six-Year-Olds Structures in Eight-Year-Olds Structures in Ten-Year-Olds Dealing With Multiplication Why Are Multiplication Tables Difficult to Learn? Multiplication and Memory Is the Way We Teach the Multiplication Tables Intuitive? The Impact of Language on Learning Multiplication Do the Multiplication Tables Help or Hinder? What’s Coming? Reflections on Chapter 23. Reviewing the Elements of Learning Learning and Remembering Memory Systems Rehearsal Enhances Memory The Importance of Meaning How Will the Learning Be Stored? When Should New Learning Be Presented in a Lesson? Does Practice Make Perfect? Include Writing Activities Gender Differences in Mathematics Consider Learning Styles Consider Teaching Styles How Do You Think About Mathematics? What’s Coming? Reflections on Chapter 34. Teaching Mathematics to the Preschool and Kindergarten Brain Should Preschoolers Learn Mathematics at All? Assessing Students’ Number Sense Preschoolers’ Social and Emotional Behavior What Mathematics Should Preschoolers Learn? Preschool and Kindergarten Instructional Suggestions General Guidelines Suggestions for Teaching Subitizing Learning to Count An Easier Counting System Teacher Talk Improves Number Knowledge Questioning Developing Sorting and Classifying Skills What’s Coming? Reflections on Chapter 45. Teaching Mathematics to the Preadolescent Brain What Is the Preadolescent Brain? How Nature Influences the Growing Brain Environment Influences on the Young Brain Teaching for Meaning Using Cognitive Closure to Remember Meaning What Content Should We Be Teaching? Teaching Process Skills Does the Lesson Enhance Number Sense? Does the Lesson Deal With Estimation? From Memorization to Understanding Multiplication With Understanding Does the Lesson Develop Mathematical Reasoning? Using Practice Effectively With Young Students Graphic Organizers Don’t Forget the Technology What’s Coming? Reflections on Chapter 56. Teaching Mathematics to the Adolescent Brain What Is the Adolescent Brain? Overworking the Frontal Lobes The Search for Novelty Learning Styles and Mathematics Curriculum Qualitative Versus Quantitative Learning Styles Developing Mathematical Reasoning Instructional Choices in Mathematics Graphic Organizers Interpreting Word Problems Making Mathematics Meaningful to Teenagers What’s Coming? Reflections on Chapter 67. Recognizing and Addressing Mathematics Difficulties Detecting Mathematics Difficulties Determining the Nature of the Problem Diagnostic Tools Environmental Factors Student Attitudes About Mathematics Fear of Mathematics (Math Anxiety) Neurological and Other Factors Dyscalculia Addressing Mathematics Difficulties Research Findings The Concrete-Pictorial-Abstract Approach Using Process Mnemonics Numeracy Intervention Process Students With Nonverbal Learning Disability Students With Both Mathematics and Reading Difficulties Other Considerations What’s Coming? Reflections on Chapter 78. Putting It All Together: Planning Lessons in Pre K–12 Mathematics What Is Mathematics? Questions to Ask When Planning Lessons Is the Lesson Memory-Compatible? Does the Lesson Include Cognitive Closure? Will the Primacy-Recency Effect Be Taken Into Account? What About Practice? What Writing Will Be Involved? Are Multiple Intelligences Being Addressed? Does the Lesson Provide for Differentiation? Simplified Instructional Model Conclusion Reflections on Chapter 8GlossaryReferencesResourcesIndex