Share Cognitive Science Implications for Teaching Mathematics

On February 19, I will begin addressing instruction of mathematics. I will emphasize instructional changes dictated by recent cognitive science. I will present alternatives which I believe are more consistent with the 21st century. I will be guided by my firmly held belief that:

The purpose of high school and early college algebra courses is to introduce the student to the use of abstraction, generalization, problem solving techniques, deductive reasoning, and critical thinking while exploring the structure, patterns, and relationships of a variety of algebraic entities including, but not limited to, relations, unary operations, binary operations, and mathematics objects such as equations, inequalities, algebraic fractions, polynomials, and functions.

Review the blog post from 12 JUN 18.

We all need to break bad habits associated with studying.

• Avoid massed practice

• Avoid excessive rereading

• Avoid excessive underlining or highlighting

The following eight techniques will guide design of instructional material.

1. Retrieval (3 APR 18 blog)

2. Spaced Retrieval (5 APR 18 blog)

3. Interleaved Retrieval (10 APR 18 blog)

4. Elaboration (12 APR 18 blog)

5. Reflection (17 APR 18 blog)

6. Generation (19 APR 18 blog)

7. Calibration (24 APR 18 blog)

8. Mnemonics (26 APR 18 blog)

Remember that all learning depends on prior knowledge. Therefore, please review as many of the blogs from 12 JUN 18 to 6 SEP 18 as possible.

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