Well they didn’t actually study this yet but a study in the UK looked at what the best time would be for learning more complex multiplications. Their conclusion was:
This study has identified a beneficial effect of learning prior to sleep on recall of complex multiplication problems compared with learning these problems during the daytime. Future research should explore whether similar effects are observed with children learning simple multiplication facts.
This research showed a strong link between a given student’s talk time and number of utterances featuring reasoning and that student’s achievement. As for student talk time, a connection at the classroom level was also identified-students in talkative classrooms had better results. However, there was not a connection between utterances with reasoning and better results at the classroom level. A positive link between individual participation and achievement was observed in all students regardless of socioeconomic background or gender.
A great new webpage made by youcubed, that has information and the latest research about the importance of mindset. You may be familiar with the growth mindset and the fixed mindset. On this page you will find latest research about it.
Best way to teach students math is to work on their learning, their deep understanding and that is best done by having them experience finding the solution, with some guidance, themselves instead of relying on rote memorization.
The Math Medic blog says it well:
“It would be so much easier if they would just tell us what we need to know.” One parent even said, “My child learns better when you spoon feed her.”
No, they don’t learn better, they memorize better.
What we explained to parents was the value that came with the struggle. Students develop a stronger, more long-lasting understanding when they discover the concepts on their own. What we did realize from this experience was the importance of being transparent about this process with students. It’s so important that students understand that they are supposed to struggle! And struggling does not mean that they are failing, it means that they are growing.
ADHD, dyslexia and dyscalculia are comorbid. Also, the underlying continuous traits are correlated (ADHD symptoms, reading, spelling, and math skills). This may be explained by trait-to-trait causal effects and/or shared genetic and environmental factors.We studieda sample of ≤19,125 twin children and 2,150 siblings from the Netherlands Twin Register,assessed at ages 7 and 10.Children with ADHD were more than 2 times as likely to have a learning disorder and children with one learning disorder were 3-4 times as likely to have the second learning disorder. Still, most children with ADHD, dyslexia, and/or dyscalculia (86%) had just one disorder.Cross-laggedmodellingsuggested thatthe trait correlations are due togenetic influencescommon to all traits, rather than causal influences. Thus, ADHD, dyslexia and dyscalculia seem to be comorbid due to overlapping genetic risks, rather than causality.
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