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    1. Psykologi och pedagogik
    2. Pedagogik
    3. Pedagogisk psykologi

    How the Brain Learns Mathematics

    AvDavid A. Sousa

    Häftad, Engelska, 2015

    443 kr

    Beställningsvara. Skickas inom 5-8 vardagar. Fri frakt över 249 kr.

    Beskrivning

    To reach all your math students, use your brain—and theirs, too!

    The bestselling and award-winning first edition of How the Brain Learns Mathematics quickly revolutionized math teaching and learning. The second edition takes readers to the next level with new brain-friendly strategies backed by the latest research from education and neuroscience and even more ways to seamlessly incorporate what you learn about your students’ developing minds into your math classroom.

    In this essential resource, you’ll discover the cognitive mechanisms involved in processing mathematical operations, while exploring the environmental and developmental factors that create learning difficulties. How the Brain Learns Mathematics also presents a unique and simplified four-step teaching model that relates students’ classroom experience to concrete, real-world applications. Features of the new edition include

    • More 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 and a greatly expanded index for readers’ convenience

    No matter what grade you teach, your students are growing and changing. Understanding how their brains work is the key to reaching every one of them—and making math a positive part of their lives for years to come.

    “David Sousa’s book is a wonderfully readable presentation of how neuroscience and cognitive psychology can inform the teaching of mathematics in elementary and secondary schools. Sousa engages his readers intellectually with recent research on the brain and mathematics learning, and avoids pat answers where the evidence is suggestive rather than conclusive. The book is a valuable text for teachers who want a deeper insight into thinking processes behind the learning and teaching of math.”

    —Robert E. Slavin, Director, Center for Research and Reform in Education
    Johns Hopkins University


    "Teaching mathematics without having read this book is like trying to master tennis without a coach. Sousa's book is a tour de force: It builds a solid bridge from cognitive neuroscience to daily classroom practice. Every teacher of mathematics will benefit from this well-researched, well-organized, thoughtful, and practical approach to making math instruction align with how brains learn."

    —Spencer Kagan, Publisher/Professional Developer
    Kagan Publishing and Professional Development

    Produktinformation

    • Utgivningsdatum:2015-01-15
    • Mått:215 x 279 x 17 mm
    • Vikt:610 g
    • Format:Häftad
    • Språk:Engelska
    • Antal sidor:256
    • Upplaga:2
    • Förlag:SAGE Publications
    • ISBN:9781483368467

    Utforska kategorier

    • Pedagogisk psykologi inom Psykologi och pedagogik
    • Pedagogisk metodik inom Psykologi och pedagogik

    Mer om författaren

    DR. David A. Sousa is an international consultant in educational neuroscience and author of more than twenty books that suggest ways educators and parents can translate current brain research into strategies for improving learning. A member of the Cognitive Neuroscience Society, he has conducted workshops in hundreds of school districts on brain research, instructional skills, and science education at the preK–12 and university levels. He has made presentations to more than two hundred thousand educators at national conventions of educational organizations and to regional and local school districts across the United States, Canada, Europe, Australia, New Zealand, and Asia.Dr. Sousa has a bachelor’s degree in chemistry from Bridgewater State University in Massachusetts, a master of arts in teaching degree in science from Harvard University, and a doctorate from Rutgers University. His teaching experience covers all levels. He has taught senior high school science and served as a K–12 director of science, supervisor of instruction, and district superintendent in New Jersey schools. He was an adjunct professor of education at Seton Hall University for ten years and a visiting lecturer at Rutgers University.Prior to his career in New Jersey, Dr. Sousa taught at the American School of Paris (France) and served for five years as a foreign service officer and science advisor at the US diplomatic missions in Geneva (Switzerland) and Vienna (Austria).Dr. Sousa has edited science books and published dozens of articles in leading journals on professional development, science education, and educational research. His most popular books for educators include How the Brain Learns, now in its sixth edition; How the Special Needs Brain Learns, second edition; How the Gifted Brain Learns; How the Brain Learns to Read, second edition; How the Brain Influences Behavior; How the ELL Brain Learns; Differentiation and the Brain, second edition (with Carol Tomlinson); and How the Brain Learns Mathematics, second edition, which was selected by the Independent Book Publishers Association as one of the best professional development books. The Leadership Brain suggests ways for educators to lead today’s schools more effectively. Dr. Sousa’s books have been published in French, Spanish, Chinese, Arabic, Korean, Russian, and several other languages. His book Brainwork: The Neuroscience Behind How We Lead Others is written for business and organizational leaders.Dr. Sousa is past president of the National Staff Development Council (now called Learning Forward). He has received numerous awards from professional associations, school districts, and educational foundations for his commitment to research, staff development, and science education. He received the Distinguished Alumni Award and an honorary doctorate from Bridgewater State University and an honorary doctorate in humane letters from Gratz College in Philadelphia.Dr. Sousa has been interviewed on the NBC Today show, by other television programs, and by National Public Radio about his work with schools using brain research. He makes his home in south Florida.

    Recensioner i media

    "Teaching mathematics without having read How the Brain Learns Mathematics is like trying to master tennis without a coach. Sousa′s book is a tour de force: It builds a solid bridge from cognitive neuroscience to daily classroom practice. Every teacher of mathematics will benefit from this well-researched, well-organized, thoughtful, and practical approach to making math instruction align with how brains learn."

    Innehållsförteckning

    • About the AuthorIntroductionEveryone Can Do MathematicsWhy is Learning Mathematics So Hard?Response From Mathematics EducatorsAbout This BookQuestions This Book Will AnswerChapter ContentsOther Helpful ToolsAssessing Your Current Knowledge of How We Learn MathematicsWhat′s Coming?1. Developing Number SenseBabies Can CountWhat Is Number Sense?Animals Also Have Number SenseWhy Do We Have Number Sense?Piaget and Number SenseLearning to CountSubitizingCountingHow Language Affects CountingThe Mental Number LineExpanded Notions of Number SenseCan We Teach Number Sense?Quantities to Words to SymbolsGardner’s Logical/Mathematical IntelligenceWhat’s Coming?Reflections on Chapter 12. Learning to CalculateDevelopment of Conceptual StructuresStructures in Four-Year-OldsStructures in Six-Year-OldsStructures in Eight-Year-OldsStructures in Ten-Year-OldsDealing With MultiplicationWhy Are Multiplication Tables Difficult to Learn?Multiplication and MemoryIs the Way We Teach the Multiplication Tables Intuitive?The Impact of Language on Learning MultiplicationDo the Multiplication Tables Help or Hinder?What’s Coming?Reflections on Chapter 23. Reviewing the Elements of LearningLearning and RememberingMemory SystemsRehearsal Enhances MemoryThe Importance of MeaningHow Will the Learning Be Stored?When Should New Learning Be Presented in a Lesson?Does Practice Make Perfect?Include Writing ActivitiesGender Differences in MathematicsConsider Learning StylesConsider Teaching StylesHow Do You Think About Mathematics?What’s Coming?Reflections on Chapter 34. Teaching Mathematics to the Preschool and Kindergarten BrainShould Preschoolers Learn Mathematics at All?Assessing Students’ Number SensePreschoolers’ Social and Emotional BehaviorWhat Mathematics Should Preschoolers Learn?Preschool and Kindergarten Instructional SuggestionsGeneral GuidelinesSuggestions for Teaching SubitizingLearning to CountAn Easier Counting SystemTeacher Talk Improves Number KnowledgeQuestioningDeveloping Sorting and Classifying SkillsWhat’s Coming?Reflections on Chapter 45. Teaching Mathematics to the Preadolescent BrainWhat Is the Preadolescent Brain?How Nature Influences the Growing BrainEnvironment Influences on the Young BrainTeaching for MeaningUsing Cognitive Closure to Remember MeaningWhat Content Should We Be Teaching?Teaching Process SkillsDoes the Lesson Enhance Number Sense?Does the Lesson Deal With Estimation?From Memorization to UnderstandingMultiplication With UnderstandingDoes the Lesson Develop Mathematical Reasoning?Using Practice Effectively With Young StudentsGraphic OrganizersDon’t Forget the TechnologyWhat’s Coming?Reflections on Chapter 56. Teaching Mathematics to the Adolescent BrainWhat Is the Adolescent Brain?Overworking the Frontal LobesThe Search for NoveltyLearning Styles and Mathematics CurriculumQualitative Versus Quantitative Learning StylesDeveloping Mathematical ReasoningInstructional Choices in MathematicsGraphic OrganizersInterpreting Word ProblemsMaking Mathematics Meaningful to TeenagersWhat’s Coming?Reflections on Chapter 67. Recognizing and Addressing Mathematics DifficultiesDetecting Mathematics DifficultiesDetermining the Nature of the ProblemDiagnostic ToolsEnvironmental FactorsStudent Attitudes About MathematicsFear of Mathematics (Math Anxiety)Neurological and Other FactorsDyscalculiaAddressing Mathematics DifficultiesResearch FindingsThe Concrete-Pictorial-Abstract ApproachUsing Process MnemonicsNumeracy Intervention ProcessStudents With Nonverbal Learning DisabilityStudents With Both Mathematics and Reading DifficultiesOther ConsiderationsWhat’s Coming?Reflections on Chapter 78. Putting It All Together: Planning Lessons in PreK–12 MathematicsWhat Is Mathematics?Questions to Ask When Planning LessonsIs 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 ModelConclusionReflections on Chapter 8GlossaryReferencesResourcesIndex