Neuroscientists have recently made a startling discovery as to why so many students these days are having trouble with math. Brain imaging has shown that starting at a young age, a simple problem in arithmetic can trigger a fight-or-flight reaction. When this occurs, the systems in the brain that support learning math are compromised, leading to more and more problems in higher grades. Self-Reg sets out to understand why this is happening; how we can prevent it from happening in the first place; and what can be done to help a student whose “math alarm” has already been “kindled.”
Read more about the Self-Reg view of Math on Psychology Today:
This video reminds me of what we went through with our son in school during his year of grade one, which is not math related but related to how one assumes they are not trying or doing their best. Very quickly the teacher came to me saying she thought my son was definitely ADHD. Something we never saw at home, so right away asked myself why, why is he wanting to get up during board lessons, why is he so fidgety? All year I tried to work with him to improve this but nothing worked. At the end of grade one he was well below the passing standard so we decided to keep him back. Thus, the journey during the summer months began as we started to investigate the whys. First, a doctor appointment then one with a developmental pediatrician. It was then, through testing that we had discovered he had a phonological awareness disorder which turns out to be hereditary. My husband had the same thing as a child but back then things were not diagnosed as easily. Once we got the diagnosis we flew into high gear with helping him to learn the way he needed too. It was a long process that lasted a few years of school begore he was considered in the normal range. But it was through my determination and focus that helped my child and get the answers needed to the whys.