Executive Function: What Smart People Do Differently While Learning [Premium]

Executive Function: What Smart People Do Differently While Learning [Premium]

by | Sep 15, 2019 | , , , , , , , ,

When researchers compared high IQ and average test subjects in a learning paradigm, the results were surprising. In some areas high IQ individuals work less, as might be expected by the idea that higher IQ people have more efficient brains for learning tasks, but in other areas, high IQ brains were working harder. When were high IQ brains working harder? Not prior or during the task, it seems, but when feedback was given and individuals were learning from their mistakes. From Graham et al. : “the Average IQ group failed to produce as much activation during feedback evaluation as did the High IQ group. These group differences are inconsistent with the neural efficiency hypothesis and instead suggest that the High IQ individuals were engaged in […]

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Strategies for Addressing Math Mistakes [Premium]

Strategies for Addressing Math Mistakes [Premium]

by | Aug 30, 2019 | , , , , , ,

Working memory mistakes in math include mistakes such as losing place in problems, errors due to missed steps or key information, calculation errors like near-misses or reversed digits, directional errors, or procedural errors like errors of grouping or carrying. In the video below, teacher Leah Alcala shares how she decided to change how she graded math mistakes in her class. Instead of putting a grade, she highlights mistakes and then gives examples of mistakes and the correct answers in class. Students have a chance to retake their test and better their final scores. This clever approach takes advantage of memory as well as intrinsic motivation and boosts what students learn in math by the time they complete her class. Working memory is such a common […]

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MATH: The Problem with Word Problems [Premium]

MATH: The Problem with Word Problems [Premium]

by | Aug 20, 2019 | , , , ,

For dyslexic students, the problem with word problems isn’t just the fact that they have to be read without error – but that there are many aspects of the language commonly found in word problems that will frustrate many dyslexic students if they aren’t explicitly taught where confusions arise. Here are just a few language-based sources of difficult that arise in the reading of math word problems: #1. PASSIVE VOICE Many students need to be explicitly taught about passive voice in grammar. Math problems frequently lapse into passive voice without any attention to the differences that may occur in meaning. For example, consider the differences in 8 divided by 2, 8 is divided into halves, and 8 is divided by half. In the first case, […]

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Your Brain on Math Anxiety [Premium]

Your Brain on Math Anxiety [Premium]

by | Feb 20, 2019 | , , , , , ,

This is your brain with math anxiety. In children as young as 7 years old, researchers found that activation in areas such as the amygdala and hippocampus were seen in children who had high math anxiety. The amydala and hippocampus are areas of the brain associated with fear condition and negative emotions. The children were given simple and complex arithmetic problems and asked to determine whether the answers given were right or wrong. The children  in the high and low anxiety group were matched for IQ, working memory, reading and math performance, and general trait anxiety. As a double burden, the high math anxiety group (HMA) in the figure showed lower brain fMRI activation in areas associated with math processing. So anxiety could be acting […]

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What is Dyscalculia? – Fast Facts [Premium]

What is Dyscalculia? – Fast Facts [Premium]

by | Feb 8, 2019 | , , , , , , ,

“There is nothing in the IDEA that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluation, eligibility determinations, or IEP documents.” – Michael Yudin, Department of Education “Dyscalculia is not assessed in our schools.”  – school professional Fast Facts about Dyscalculia What Is Dyscalculia?   Dyscalculia is usually defined as a difficulty with calculations or arithmetic skills that is not explained by low intelligence or inadequate schooling. How Common?  3-10% of people, 40% of dyslexics What Ages?  Dyscalculia is lifelong, although many helpful strategies can improve math achievement. When adults with dyscalculia have calculator accommodations, they can perform at high levels in even mathematics-intense disciplines.   From We Are Teachers How Do You Assess Dyscalculia?  Typically dyscalculia is assessed by calculating the […]

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How Do Math-Talented Dyslexics Do Calculations? [PREMIUM]

How Do Math-Talented Dyslexics Do Calculations? [PREMIUM]

by | Aug 22, 2018 | , , , ,

Despite the suggestion that dyslexic students who are strong in math use a different approach for doing basic mathematical operations, it’s surprising how little formal research has been done to figure out how math-gifted dyslexic individuals do what they do. At Georgetown University, neuroscience researchers were surprised to find

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MATH: What Errors are Due to Dyslexia? [Premium]

MATH: What Errors are Due to Dyslexia? [Premium]

by | Jul 24, 2018 | , , ,

Since Henry Winkler sat for a Geometry exam 8 TIMES before passing, one would hope that more progress has been made in understanding and anticipating what math difficulties arise with math problem solving, but few teachers (and perhaps fewer students!) receive explicit instruction in this area. Some of the math difficulties are due to language, but others are due to calculation errors, reversals, sequence, and direction, place value, as well as errors of verbal labeling and working memory which impact regrouping or carrying numbers. Miles and Miles have pointed out the confusion that results when dyslexic students are introduced to algebra. Math language is different from standard or conversational language. Ambiguous terms and symbols are best taught explicitly. For instance, Miles and Miles recommend explicitly […]

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Additional Resources from Premium Issue 26 [Premium]

Additional Resources from Premium Issue 26 [Premium]

by | Jan 24, 2018 | , , , , , ,

  Additional Premium Resources  February 2018 Issue 26. You must be logged into your account to access: False Memories, Verbatim vs. Gist Recall, Persistence and Transcience of Memory, and Visual Perceptual and Handwriting Skills of Student with Dyspraxia (DCD). False memory for orthographically vs semantically similar words in adolescents with dyslexia.     Verbatim and Gist Recall of Sentences by Dyslexia and Non-Dyslexic Adults The Persistence and Transience of Memory Visual perceptual and Handwriting Skills in Children with Developmental Coordination Disorder      

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[PREMIUM] DYSLEXIA AND MATH: Error Analysis

[PREMIUM] DYSLEXIA AND MATH: Error Analysis

by | Jan 1, 2018 | , , , , , , , ,

Some 60% of dyslexic students have problems with math (10% excel at math). Reasons for math difficulties include math facts retrieval, difficulty remembering formula and multi-stepped procedures, sequencing issues, symbol confusion, and difficulty with the language of math. These problems, in addition to timed tests and impossible-to-complete homework assignments, contribute to math anxiety and frustration. In a collaborative study from the University of Houstin, University of Texas, and Vanderbilt University (Raghubar et al., 2009), researchers looked at the different categories of math mistakes in 3rd and 4th grade children with or without math and reading disabilities. On the following page, look at the 4 types of math errors that they examined. Studies of this type are valuable because they also identify which types of errors are […]

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