- Title
- The mathematical brain
- Creator
- Sellars, Maura
- Relation
- Authentic Contexts of Numeracy: Making Meaning Across the Curriculum p. 39-57
- Relation
- https://www.springer.com/gp/book/9789811057342
- Publisher
- Springer
- Resource Type
- book chapter
- Date
- 2018
- Description
- The development and discussion of a clearer picture of the impact of sound pedagogies and a Model of Personal Numeracy (Fig. 2.1) that take into consideration various differences in student understanding and learning have been targeted at the teaching and learning of mathematics and numeracy as focus curriculum areas. The Model of Personal Numeracy may even contribute to an understanding of the complex, intertwined numeracy and mathematics relationship. However, that does not necessarily mean that all students find it easy to develop skills in mathematics or numeracy or even that teachers find this a simple discipline to teach effectively to every child. There are always personal differences amongst the students which include diverse learning competencies and differences, attitudes and values and other, non-specific characteristics that somehow get in the way of successful learning in these areas for individual students. Amongst these individual traits that may baffle or frustrate both the learner and the facilitator of the learning are some extreme social and cultural conditions and some biological, but frequently unseen and only recently investigated barriers to learning in mathematics and numeracy. Many of the social barriers are linked to extreme poverty and its impact on affect, cognition, academic confidence and subsequently, academic achievement. Others may be less socially mediated in terms of socio-economic status but may be created by social pressures and expectations, perhaps in classrooms and in the communities, or as the result of certain predispositions in personal development and confidence. Many of the more recently recognised physical barriers relate to the brain and its ways of working. These are only able to be investigated in terms of the findings of a relatively recent science which has facilitated investigation into the brain and its functional capacities; that of neuroscience. It is important that each of these categories of difference that have the capacities to impact negatively on learning in mathematics and numeracy as dedicated aspects of classroom curriculum be discussed and evaluated in relation to supporting each student’s efforts to become numerate and to fulfilling the responsibilities that every teacher has to find ways to scaffold and to encourage competencies this particular literacy. This literacy (quantitative literacy) pervades every aspect of the world in which students interact currently and will inherit in the future.
- Subject
- barriers; mathematics; learning; curriculum; Model of Personal Numeracy
- Identifier
- http://hdl.handle.net/1959.13/1409083
- Identifier
- uon:35939
- Identifier
- ISBN:9789811057342
- Language
- eng
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