Demanding that students do well in timed math exercises before they understand the underlying concepts could result in “math trauma,” writes Jennifer Ruef, an assistant professor at the University of Oregon. In this commentary, she notes that using games and asking students to explain their thought processes are more effective ways to learn.
Ruef, J. (2018, December 19). Think you’re bad at math? You may suffer from ‘math trauma’. Retrieved February 13, 2019
- Posted: March 27, 2019
Home » Best Practices » Ruef, J. (2018, December 19). Think you’re bad at math? You may suffer from ‘math trauma’. Retrieved February 13, 2019
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- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
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- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead