Importantly, if an individual perceives What does it look like in the classroom? environmental ‘danger’, for example, the possibility of failing to provide the Given the all-encompassing nature of a correct answer in response to the teacher perceived environmental threat such as in front of the class, attention networks impending failure, and an individual’s and emotion centres of the brain may be. [...] Firstly, the say? teaching approach needs to be attuned to the amount of time, the time of day, and Given the large number of repetitions pace students can reasonably engage with required to reach automaticity, it would be the content and teachers may need to ‘shift convenient to be able to provide ‘massed’ gears’ accordingly. [...] Therefore, for students to be able to effectively Intrinsic cognitive load is the complexity build their BSK and learn new material, of a task relative to the knowledge of tasks need to be pitched to their point the person processing the information of need, within grasp — just beyond (Sweller et al, 2019). [...] Alternatively, if we lining up the ‘0’ (not the 1) at one end take the previous example highlighted in of the object, and how to identify the Figure 6 of the two-digit subtraction with number on the ruler which aligns with regrouping, we might change one element the other end of the object. [...] centimetres as a unit of length’, the fluency Once students have demonstrated the phase would include practice in using the ability to consistently and accurately correct mathematical language, proficiency generalise the skill to a number of different in being able to identify the length of contexts, they are ready to move to the objects in centimetres and to measure adaptation phase.
- Pages
- 36
- Published in
- Australia
Table of Contents
- THE SCIENCE OF MATHS 1
- AND HOW TO APPLY IT 1
- The Science of Maths and How to Apply It 3
- Siobhan Merlo 3
- Contents 4
- Introduction 5
- Consideration 1. Our cognitive hardware 7
- Conditions For Learning 7
- 1. Attention 8
- How to support positive mathematical self-concept 10
- 2. The relationship between 11
- Working Memory and Long- Term Memory 11
- 3. Working Memory 11
- Some specific strategies to improve mathematical fluency 14
- 4. Building and refining schemas 15
- 5. Accommodations and 16
- Consideration 2. Our cognitive software attributes 17
- 1. Our cognitive software in 18
- Three myths about biologically primary and biologically second- ary knowledge 19
- Consideration 3. Managing cognitive load 21
- 1. What does the science and 21
- 2. Teaching approaches in 22
- Tens Ones 23
- 3. Instructional design 26
- Conclusion 30
- References 32
