Ebook: How the Brain Learns Mathematics

The author, a reductionist, supposes that isn´t, say, you who learn maths, but your brain organ does. He also assumes that psyches don´t exist save as a part of the brain; that psyches aren´t semovient (i.e., able to start new causal series) but only sensitive; that people boil down to complexified reflex archs, i.e. senso-psycho-motor nervous archs; that psyches emerge from brain activity, personal identity is remembering, and memories are somehow engraved in the brain (the Aeschylus-Plato theory of mnesic traces as imprints in brain´s "wax", like Aeschylus´footprint on the beach and Semon´s 1890s "engram"). Author does also confuse mind and psyche - i.e., mind (a psyche´s set of inner differentiations, achieved on active, causal efficient experience of the envirtonmental circumstances) and the psyche wherein that mind unbarterably inheres. Thus this book provides before all a political message: people are robots, individuals have slight or no value, solidarity and compassionate appreciation are ungrounded. For synoptic, alternative neuroscientific discussion and context in this same Library Genesis, see, e.g., pages 313 to 393 (Chptrs. 11 by Mariela Szirko and 12 by Mario Crocco) in: Ontology of Consciousness Percipient Action / edited by Helmut Wautischer: The MIT Press-Bradford Books, 2008, in: http://libgen.io/get.php?md5=8562D716817C4939AA987EAA94A81449&key=BNAIL1FQW6C5SW8Y LibGen ID 541045; see also ID 1485841 and (in Spanish), ID 1201494 and ID 1530460.

"To reach all your math students, use your brain—and theirs, too! This updated bestseller takes readers to the next level with new brain-friendly strategies backed by the latest research and even more ways to seamlessly incorporate what you learn about your students’ developing minds into your math classroom. Discover the cognitive mechanisms for learning math, explore factors that contribute to learning difficulties, and follow a four-step teaching model that relates classroom experience to real-world applications. Features include:

• New strategies for motivating adolescents
• Integration of the arts into mathematics instruction
• New information on how technology affects attention and memory
• Expanded sections on number sense and ELL instruction
• More than 160 new references

The author, a reductionist, supposes that isn´t, say, you who learn maths, but your brain organ does. It also assumes that psyches don´t exist save as a part of the brain; that psyches aren´t semovient (i.e., able to start new causal series) but only sensitive; that people boil down to complexified reflex archs, i.e. senso-psycho-motor nervous archs; that psyches emerge from brain activity, personal identity is remembering, and memories are somehow engraved in the brain (the Aeschylus-Plato theory of mnesic traces as imprints in brain´s "wax", like Aeschylus´footprint on the beach and Semon´s 1890s "engram"). Also confuses mind and psyche - i.e., mind (a psyche´s set of inner differentiations, achieved on active, causal efficient experience) and the psyche wherein that mind unbarterably inheres. Thus this book provides before all a political message: people are robots, individuals have slight or no value. For synoptic, alternative neuroscientific discussion and context in this same Library Genesis, see, e.g., pages 313 to 393 (Chptrs. 11 by Mariela Szirko and 12 by Mario Crocco) in: Ontology of Consciousness Percipient Action / edited by Helmut Wautischer: The MIT Press-Bradford Books, 2008, in: http://libgen.io/get.php?md5=8562D716817C4939AA987EAA94A81449&key=BNAIL1FQW6C5SW8Y LibGen ID 541045; see also ID 1485841 and (in Spanish), ID 1201494 and ID 1530460.

"To reach all your math students, use your brain—and theirs, too! This updated bestseller takes readers to the next level with new brain-friendly strategies backed by the latest research and even more ways to seamlessly incorporate what you learn about your students’ developing minds into your math classroom. Discover the cognitive mechanisms for learning math, explore factors that contribute to learning difficulties, and follow a four-step teaching model that relates classroom experience to real-world applications. Features include:

• New strategies for motivating adolescents
• Integration of the arts into mathematics instruction
• New information on how technology affects attention and memory
• Expanded sections on number sense and ELL instruction
• More than 160 new references

The author, a reductionist, supposes that isn´t you who learn maths, but your brain organ does. It also assumes that psyches don´t exist save as a part of the brain; that psyches aren´t semovient (i.e., able to start new causal series) but only sensitive; that people boil down to complexified reflex archs, i.e. senso-psycho-motor nervous archs; that psyches emerge from brain activity, personal identity is remembering, and memories are somehow engraved in the brain (the Aeschylus-Plato theory of mnesic traces as imprints in brain´s "wax", like Aeschylus´footprint on the beach and Semon´s 1890s "engram"). Also confuses mind and psyche - i.e., mind (a psyche´s set of inner differentiations, achieved on active, causal efficient experience) and the psyche wherein that mind unbarterably inheres. Thus this book provides before all a political message: people are robots, individuals have slight or no value. For synoptic, alternative neuroscientific discussion and context in this same Library Genesis, see, e.g., pages 313 to 393 (Chptrs. 11 by Mariela Szirko and 12 by Mario Crocco) in: Ontology of Consciousness Percipient Action / edited by Helmut Wautischer: The MIT Press-Bradford Books, 2008, in: http://libgen.io/get.php?md5=8562D716817C4939AA987EAA94A81449&key=BNAIL1FQW6C5SW8Y LibGen ID 541045; see also ID 1485841 and (in Spanish), ID 1201494 and ID 1530460.

"To reach all your math students, use your brain—and theirs, too! This updated bestseller takes readers to the next level with new brain-friendly strategies backed by the latest research and even more ways to seamlessly incorporate what you learn about your students’ developing minds into your math classroom. Discover the cognitive mechanisms for learning math, explore factors that contribute to learning difficulties, and follow a four-step teaching model that relates classroom experience to real-world applications. Features include:

• New strategies for motivating adolescents
• Integration of the arts into mathematics instruction
• New information on how technology affects attention and memory
• Expanded sections on number sense and ELL instruction
• More than 160 new references

The author, a reductionist, supposes that isn´t you that learn maths, but your brain organ does. It also assumes that psyches don´t exist save as a part of the brain; that psyches aren´t semovient (i.e., able to start new causal series) but only sensitive; that people boil down to complexified reflex archs, i.e. senso-psycho-motor nervous archs; that psyches emerge from brain activity, personal identity is remembering, and memories are somehow engraved in the brain (the Aeschylus-Plato theory of mnesic traces as imprints in brain´s "wax", like Aeschylus´footprint on the beach and Semon´s 1890s "engram". Also confuses mind and brain - i.e., mind (a psyche´s inner differentiation, achieved on active, causal efficient experience) and the psyche wherein that mind unbarterably inheres. Thus this book provides before all a political message: people are robots, individuals have slight or no value. For synoptic, alternative explanations and context in this same Library Genesis, see, e.g., pages 313 to 393 (Chptrs. 11 by Mariela Szirko and 12 by Mario Crocco) in: Ontology of Consciousness Percipient Action / edited by Helmut Wautischer: The MIT Press-Bradford Books, 2008, in: http://libgen.io/get.php?md5=8562D716817C4939AA987EAA94A81449&key=BNAIL1FQW6C5SW8Y

"To reach all your math students, use your brain—and theirs, too! This updated bestseller takes readers to the next level with new brain-friendly strategies backed by the latest research and even more ways to seamlessly incorporate what you learn about your students’ developing minds into your math classroom. Discover the cognitive mechanisms for learning math, explore factors that contribute to learning difficulties, and follow a four-step teaching model that relates classroom experience to real-world applications. Features include:

• New strategies for motivating adolescents
• Integration of the arts into mathematics instruction
• New information on how technology affects attention and memory
• Expanded sections on number sense and ELL instruction
• More than 160 new references

Reductionist approach. Author supposes that isn´t you that learns it, but your brain organ does. It also assumes that psyches don´t exist save as a part of the brain; that psyches aren´t semovient (i.e., able to start new causal series) but only sensitive; that people are complexified reflex archs, i.e. senso-psycho-motor nervous archs; that psyches emerge from brain activity. Also confuses mind (a psyche´s inner differentiation, achieved on active, causal efficient experience) and the psyche wherein that mind unbarterably inheres. Thus this book provides before all a political message: people are robots, individual have slight or no value. For synoptic alternatives in this same Library Genesis, see, e.g., pages 313 to 393 (Chptrs. 11 by Mariela Szirko and 12 by Mario Crocco) in: Ontology of Consciousness Percipient Action / edited by Helmut Wautischer: The MIT Press-Bradford Books, 2008, in: http://libgen.io/get.php?md5=8562D716817C4939AA987EAA94A81449&key=BNAIL1FQW6C5SW8Y

"To reach all your math students, use your brain—and theirs, too! This updated bestseller takes readers to the next level with new brain-friendly strategies backed by the latest research and even more ways to seamlessly incorporate what you learn about your students’ developing minds into your math classroom. Discover the cognitive mechanisms for learning math, explore factors that contribute to learning difficulties, and follow a four-step teaching model that relates classroom experience to real-world applications. Features include:

• New strategies for motivating adolescents
• Integration of the arts into mathematics instruction
• New information on how technology affects attention and memory
• Expanded sections on number sense and ELL instruction
• More than 160 new references

To reach all your math students, use your brain—and theirs, too!

This updated bestseller takes readers to the next level with new brain-friendly strategies backed by the latest research and even more ways to seamlessly incorporate what you learn about your students’ developing minds into your math classroom. Discover the cognitive mechanisms for learning math, explore factors that contribute to learning difficulties, and follow a four-step teaching model that relates classroom experience to real-world applications. Features include:

• New strategies for motivating adolescents
• Integration of the arts into mathematics instruction
• New information on how technology affects attention and memory
• Expanded sections on number sense and ELL instruction
• More than 160 new references