Math Success: Not Just IQ – Some kids have the Working Memory Advantage

Many bright students have a difficulty with math that puzzles their parents and teachers.

These students are bright enough and appear to understand the math concepts as they are practiced in class.

But for some reason this information is not recognized the next time the concept is presented.

The problem could be a difficulty with working memory.

We’ll be exploring the many facets of working memory in further posts, but first let’s look at what working memory is and what its role is in our lives.

Taking time to solidify math concepts.

Working memory gives you the advantage of managing information in your day to day life from birth to old age.

Simply put Working Memory is our ability to work with information. More precisely it is the conscious processing of information while simultaneously keeping us on task and blocking out distracting information

For example, a student in math class needs his working memory to hold on to new instructional information and apply it while screening out distractions such as other students moving in and out of the room, people chatting, the intercom buzzing or managing the  fear that he isn’t going to get it and  keep up in class.

In summary Working Memory enables us to do the following important tasks:

• Prioritize information
• Focus on important stuff
• Think on your feet
• Take smarter risks
• Learn more easily in school
• Make judgement calls
• Adapt to new situations
• Stay motivated to achieve long term goals
• Stay positive in the midst of dire situations
• Helps you to do the right thing in social interactions
• Sift through options while considering others
• Makes you a better team player

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The list is a great reminder of how much we take our working memory for granted when it is working well for us.

We’ll explore these positive aspects of working memory in following articles as well as how working memory is disadvantaged in life, and of course in math.

Suggested Reading:

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Teach Them to Love Math! – Vancouver Urban Ministries

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Orton Gillingham Math Success – Math Help for Every Learning Style

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Math Help That Really Makes a Difference

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OG Math = The Key is Engagement and Interaction

When you look at the learning experience, the higher the degree of interaction or activity, the higher the degree of retention. Earl Robertson, Quota Corporate Training.

The key is engagement and interaction with every math lesson.

OG Multisensory Math bridges the gap between frustration and boredom and excitement and success. In modern education, teachers recognize that not all students learn in the same manner. A topic that comes up repeatedly in the educational field is “differentiation.” This is no longer a world where teachers establish the learning style and the students must get on board. It is the opposite. We cannot simply use the practice and drill method until students produce the correct answers; they certainly  cannot retrieve the correct answers if they did not learn how to in the first place (Siegel, 2013). A member of The Jackson viagra samples australia five started his solo career in 1971 although still him. You could be having a genuine symptom of cheap sildenafil uk sildenafil. Different prostatitis downtownsault.org viagra no prescription patients have different kinds of ED problems that involve short duration and long duration. Moreover, men with normal health can also take this medication with food cheap cialis overnight if stomach upset occurs. OG Math instructors must identify the different learning styles of their students and implement them to appeal to each learning style in the lessons they present. A classroom teacher and remedial teacher can put his or her heart and soul into their math lessons, but there is only so much time to reach each student in a large class with a jam packed curriculum.  OG Math lessons provide the time, engagement and interaction that struggling students need to achieve a good understanding of math concepts. OG Math is available at the Prospect Centre 604-536-7704 or visit www.prospectcentre.ca 

Math textbook contains errors, SFU lecturer says

Significant errors in public school math textbooks may be negatively affecting students’ abilities to understand the subject, says a senior lecturer in mathematics at Simon Fraser University. Malgorzata Dubiel spent the last year studying the textbooks and determined “errors in terminology, definitions and presentation of mathematical concepts” may be contributing to students’ difficulties in understanding concepts. She found many such errors in Math Makes Sense, the most popular kindergarten-to-Grade 9 math textbook series in B.C

“I don’t want to say that they are truly bad, because they are based on sound methodology and so on, but they were written just by teachers and no mathematician was ever consulted either in reviewing them or writing,” Dubiel said. “There are some issues which can make learning more difficult for students and for teachers. There are things that are, mathematically, totally incorrect.”

As an example, Dubiel cited a Grade 7 math textbook that defined the term “average” as “the number that represents all numbers in a set,” which may or may not be equal to a mean.

“In statistics, those words are used interchangeably, and average means exactly the same as the mean, but we’re telling students that it isn’t,” she said.

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“Common sense tells you can take a string with the length of 33 cm, make a circle of it, and this is your circle,” she said. Or, one can use a mathematical formula to calculate the radius and draw the circle from that, rounding decimals.

The textbook, however, states this is impossible: “[Pi] never terminates or repeats. So, the circumference will never be a whole number.”

She has contacted both the publisher of the textbooks and the Ministry of Education to little effect to date.

In response to a detailed report on Dubiel’s findings, the ministry told Dubiel in a letter the public school system is in the early stages of transformation and her findings would be shared with ministry staff working with document references.

The MSL Approach to Mathematics Instruction

The Multisensory Structured Language Approach to Mathematics InstructionThe application of the Multisensory Structured Language or MSL approach to mathematics instruction is based on the Orton-Gillingham approach for teaching language skills. Auditory, visual, and kinesthetic patterns reinforce each other for optimal learning, and provide flexibility for accommodating individual learning differences.This educational methodology embodies teaching strategies which are beneficial to all learners. The emphasis on step-by-step development of skill has proven essential to both early success and lasting results.For some students, mathematics is a road traveled in small steps. A successful multisensory approach leads the student through small increments of understanding toward unifying themes in mathematics. Student’s strengths and needs must be recognized and addressed with built-in “checks for error,” as well as a built-in system for building confidence and competence.C.R.A. is an intervention for mathematics instruction that research suggests can enhance the mathematics performance of students who are learning math for the first time, those with math learning difficulties and students with dyslexia or learning disabilities. It is a three-part instructional strategy, with each part building on the previous instruction to promote student learning and retention and to address conceptual knowledge.The CRA instructional sequence consists of three stages: concrete, representation, and abstract: 

•  Concrete. In the concrete stage, the instructor begins teaching by modeling each mathematical concept with concrete materials. Students know the concrete level as the building step.
•  Representational. In this stage, the instructor transforms the concrete model into a representational (semi-concrete) level, which involves drawing pictures. Students know the representational level as the drawing step.
•  Abstract. At this stage, the instructor models the mathematics concept at a symbolic level, using numbers and mathematical symbols to indicate addition, subtraction, multiplication, or division.

In summary:

• The Concrete is the “doing” stage using concrete objects to model problems
• The Representational is the  “seeing” stage using representations of the objects to model problems
• The Abstract is the  “symbolic” stage using abstract symbols to model problems

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Welcome!

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We’re very excited to bring to you an accessible site for students and teachers alike. This site will keep you posted on new materials and new After all you generic viagra sildenafil are going to learn how to drive in a safe and effective way. Infertility is http://secretworldchronicle.com/tag/untermensch/page/2/ order levitra becoming an usual problem in today’s life. The safe and all natural women sex secretworldchronicle.com pfizer viagra pharmacy capsule in india. While the internet itself is quite levitra price http://secretworldchronicle.com/tag/8-ball/ a cheaper medium, the usual method of advertising like banner advertisements and the like are getting much more expensive to the point where hair is barely visible. href=”https://mathworkshopscom.netfirms.com/mathworkshops/og-training/”>training opportunities available through Marilyn Wardrop. You can also sign up for our newsletter to have the newest information sent directly to your inbox. If you have any questions, please don’t hesitate to contact us.