How the Brain Learns Mathematics

David A. Sousa discusses the cognitive mechanisms for learning mathematics and the environmental and developmental factors that contribute to mathematics difficulties. This groundbreaking text examines: o Children's innate number sense and how the brain develops an understanding of number relationships o Rationales for modifying lessons to meet the developmental learning stages of young children, preadolescents, and adolescents o Implications of current research for planning mathematics lessons, including discoveries about memory systems and lesson timing o Methods to help elementary and secondary school teachers detect mathematics difficulties.

Table of Contents:
About the Author Introduction 1. Developing Number Sense 2. Learning to Calculate 3. Reviewing the Elements of Learning 4. Teaching Mathematics to the Preschool and Kindergarten Brain 5. Teaching Mathematics to the Preadolescent Brain 6. Teaching Mathematics to the Adolescent Brain 7. Recognizing and Addressing Mathematics Difficulties 8. Putting It All Together: Planning Lessons in PreK-12 Mathematics Glossary References Resources Index

About the Author :
Dr. David A. Sousa is an international consultant in educational neuroscience and author of  more than twenty books that suggest ways educators and parents can translate current brain research into strategies for improving learning. A member of the Cognitive Neuroscience Society, he has conducted workshops in hundreds of school districts on brain research, instructional skills, and science education at the preK–12 and university levels. He has made presentations to more than two hundred thousand educators at national conventions of educational organizations and to regional and local school districts across the United States, Canada, Europe, Australia, New Zealand, and Asia. Dr. Sousa has a bachelor’s degree in chemistry from Bridgewater State University in Massachusetts, a master of arts in teaching degree in science from Harvard University, and a doctorate from Rutgers University. His teaching experience covers all levels. He has taught senior high school science and served as a K–12 director of science, supervisor of instruction, and district superintendent in New Jersey schools. He was an adjunct professor of education at Seton Hall University for ten years and a visiting lecturer at Rutgers University. Prior to his career in New Jersey, Dr. Sousa taught at the American School of Paris (France) and served for five years as a foreign service officer and science advisor at the US diplomatic missions in Geneva (Switzerland) and Vienna (Austria). Dr. Sousa has edited science books and published dozens of articles in leading journals on professional development, science education, and educational research. His most popular books for educators include How the Brain Learns, now in its  sixth edition; How the Special Needs Brain Learns, second edition; How the Gifted Brain Learns; How the Brain Learns to Read, second edition; How the Brain Influences Behavior; How the ELL Brain Learns; Differentiation and the Brain, second edition, (with Carol Tomlinson); and How the Brain Learns Mathematics, second edition, which was selected by the Independent Book Publishers’ Association as one of the best professional-development books. The Leadership Brain suggests ways for educators to lead today’s schools more effectively. His books have been published in French, Spanish, Chinese, Arabic, Korean, Russian, and several other languages. His book Brainwork: The Neuroscience Behind How We Lead Others is written for business and organizational leaders. Dr. Sousa is past president of the National Staff Development Council (now called Learning Forward). He has received numerous awards from professional associations, school districts, and educational foundations for his commitment to research, staff development, and science education. He received the Distinguished Alumni Award and an honorary doctorate from Bridgewater State University and an honorary doctorate in humane letters from Gratz College in Philadelphia. Dr. Sousa has been interviewed on the NBC Today show, by other television programs, and by National Public Radio about his work with schools using brain research. He makes his home in south Florida.  

Review :
"An excellent, well-organized, well-written book—practical advice grounded in solid research and presented in compelling language." "Totally absorbing. I found myself discussing different aspects of it with my colleagues and reading passages out loud to my husband. Any teacher who teaches math should have this on his or her book list." "This text is written the way we should be teaching—making you eagerly anticipate what is coming next." "The cognitive findings of this book are powerful and affirming and add support to my current work and practice. I took away powerful concepts that have enormous implications for teaching and learning mathematics." "The very bottom line is that this book is about what is best for helping students learn mathematics and helping teachers teach it in a way that is purposeful and meaningful for their students." "The book’s unique contribution to the field is the connection of research to educational practice, providing a common language for researchers and practitioners to begin dialogues about learning mathematics." "I am so impressed with this book that I believe it should be required reading for all teachers who teach math at any level." "This book has actually changed the way I think now of teaching math in particular and learning in general, and I’ve been teaching math for over 25 years." "Comes from a respected author and researcher who explores the latest neuroscientific findings in learning and math cognition. Pairs research with lesson plans specific to elementary and secondary school teachers." "Teachers of all grade levels will be intrigued by Sousa’s explanation of the brain processes involved in learning math concepts and why so many people find them difficult to understand. Developmentally appropriate math strategies and lessons for preK-12 students that focus on both memory and meaning are offered, along with a section on diagnosing and addressing difficulties in students."