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Allan Leslie White
University of Western Sydney, Australia.
Mathematics

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What Does Brain Research Say about Teaching and Learning Mathematics? Allan Leslie White
Southeast Asian Mathematics Education Journal Vol 2, No 2 (2012)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (149.422 KB) | DOI: 10.46517/seamej.v2i1.19

Abstract

Brain research has shaken our ideas of the structure of the brain and how the brain works. Gone are the ancient ideas of comparing the brain to a machine. Neuroplasticity describes the remarkable ways in which the brain adapts and transforms itself as a result of a change in stimuli. Cognitive exercises have been designed and trialled that improve memory, problem solving abilities, and language skills in aged subjects and in children, as well as reversing the aging process by twenty to thirty years in some adults. Since the decline of behaviourism as a major theoretical influence upon mathematics education, there have been a number of learning theories emphasising thinking and the influences of the social and cultural contexts. Although, brain research is in its infancy, the question arises as to what does brain research add to mathematics teaching and learning in addressing student needs and developing their potential?
Mathematics Education Research Food For Thought With Flavours From Asia Allan Leslie White
Southeast Asian Mathematics Education Journal Vol 3, No 1 (2013)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (152.484 KB) | DOI: 10.46517/seamej.v3i1.25

Abstract

This paper will dip into the wonderfully rich, internationally flavoured, mathematics education research smorgasbord. In more recent times the focus has concentrated upon the cook (the teacher) and the skills needed (pedagogical knowledge) to produce delightfully pleasing brain food to nourish the growth of students. However, if this focus ignores the other essential ingredients (context, students, parents, and policies) then the results do not meet expectations. These expectations are also many and varied and include academic standards and achievement, engagement and deep understanding, exciting and enjoyable teaching and learning, relevant and meaningful learning, and the development of thinking and reasoning skills. Mathematics education research is a source of many recipes for success, and where the various countries provide their own cultural flavours. This paper will attempt to provide a taste of a range of samples drawn from research in order to satisfy an assortment of expectations while providing food for further thought.
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