Applying Neuroscience to Teaching Math
Monday, October 3rd, 2011
In many ways traditional approaches to teaching math, especially to younger students, push against how our minds naturally work. Symbols, equations and abstract concepts do not naturally resonate with brains that run on sensory data, metaphors, emotion and action.
So what would happen if we tried to apply the latest thinking in neuroscience to the teaching of math?
One answer is to initially learn math using a spatial-temporal (ST) approach rather than a linguistic-abstract approach. Learning math visually resonates much better with how our minds work. The MIND research institute has implement an ST approach to learning math on a computer-based platform that includes a bit of game dynamics. To see it in action watch Ji Ji, the penguin, teach you how to solve linear equations using a visual method.
The fact that the student can work on their own, have a little fun, quickly try alternative solutions and not even know they are working on math further strengthens the cognitive design.
Happily, schools that use the program show significant improvement on standardized tests. Innovating by emphasizing cognitive fit does produce results.
