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Why Students May Not Perform Well in Science and Math
Unfortunately, there is a reason learners may not progress in science and math as expected. Many do not have enough underlying memory capacity to learn the varied sequential information and then apply it logically.
Furthermore, assuming this, students are unable to understand and follow procedural instructions basic to conceptualizing mathematical and scientific information.
Why is this?
Numerical arithmetic is taught in grades one to three, and there is a major shift in the curriculum in grade four. Right-brain spatial numbers shift into left-brain sequencing with advanced concepts. National test scores show that math scores, including advanced concepts, drop off beginning in grade four.
Understanding science requires not only doing simple experiments and reading scientific stories out of textbooks, but requires procedural, stepwise learning.
Procedural learning requires the mastery of learning step-wise procedures. Following directions is usually taught with simple question and answer digital question/answer assignments taught by animated characters that may speak and move too quickly for the necessary absorption needed.
Why do we fall behind other foreign countries -- how can these children encode-decode information while ours do not? Perhaps their students have more musical training and learn foreign languages that train auditory (listening) memory, critically needed for learning technical sequences.
What is missing?
Students may be unable to listen to complex instructions (teachers spend hours daily repeating directions continuously). Subsequently, students work in teams where one member does the application "thinking" and fills out the required responses on devices. Others work in small tutorial groups with simple assignments that can be below grade level work. These students may then "fall through the cracks" with their math instruction and output.
Every student processes information differently, with different learning styles and capacities. The missing link is teaching students how to encode and decode sequential information with "mental toughess training", and expand their visual and listening memories an underlying requirement for conceptualizing formulas and mathematical equations.
Yet, teachers do recognize each child's proficiency level in math and science. Unfortunately, completion demands may be placed upon students who naturally lack the necessary "brain-power" to sequence and code math and science instructions.
Yet, we need to understand and expand our technological capacities with performing students in science and math.
Parents can now help fill in this gap - the missing link. There soon will be more parent "how to" information readily accessible through digital learning. Applications will be pleasurable, scientifically tested, and learning will be fast.
The ability to encode/decode sequential information will be taught through specific, scientifically tested training regimens. It might be something for all of us to consider. Let's look to future, innovative possibilities to foster advanced learning in science and math.
Unfortunately, there is a reason learners may not progress in science and math as expected. Many do not have enough underlying memory capacity to learn the varied sequential information and then apply it logically.
Furthermore, assuming this, students are unable to understand and follow procedural instructions basic to conceptualizing mathematical and scientific information.
Why is this?
Numerical arithmetic is taught in grades one to three, and there is a major shift in the curriculum in grade four. Right-brain spatial numbers shift into left-brain sequencing with advanced concepts. National test scores show that math scores, including advanced concepts, drop off beginning in grade four.
Understanding science requires not only doing simple experiments and reading scientific stories out of textbooks, but requires procedural, stepwise learning.
Procedural learning requires the mastery of learning step-wise procedures. Following directions is usually taught with simple question and answer digital question/answer assignments taught by animated characters that may speak and move too quickly for the necessary absorption needed.
Why do we fall behind other foreign countries -- how can these children encode-decode information while ours do not? Perhaps their students have more musical training and learn foreign languages that train auditory (listening) memory, critically needed for learning technical sequences.
What is missing?
Students may be unable to listen to complex instructions (teachers spend hours daily repeating directions continuously). Subsequently, students work in teams where one member does the application "thinking" and fills out the required responses on devices. Others work in small tutorial groups with simple assignments that can be below grade level work. These students may then "fall through the cracks" with their math instruction and output.
Every student processes information differently, with different learning styles and capacities. The missing link is teaching students how to encode and decode sequential information with "mental toughess training", and expand their visual and listening memories an underlying requirement for conceptualizing formulas and mathematical equations.
Yet, teachers do recognize each child's proficiency level in math and science. Unfortunately, completion demands may be placed upon students who naturally lack the necessary "brain-power" to sequence and code math and science instructions.
Yet, we need to understand and expand our technological capacities with performing students in science and math.
Parents can now help fill in this gap - the missing link. There soon will be more parent "how to" information readily accessible through digital learning. Applications will be pleasurable, scientifically tested, and learning will be fast.
The ability to encode/decode sequential information will be taught through specific, scientifically tested training regimens. It might be something for all of us to consider. Let's look to future, innovative possibilities to foster advanced learning in science and math.
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