Maths, Motivation, Brain Maps, the Mind and Merit (Part 2)

Here, Dr Purje details the classroom presentation of the Responsibility Theory NeuroNumeracy program. The program focussed on addition, subtraction, multiplication and division and RT neuronumeracy, explicit teaching, and sequence learning chunking methodology that were employed in Prep and Grade One classes. The program also involved fine motor manipulations and gross motor movement, with associated social interactions and peer support.

Sequence Learning
Jordi Fonollosa, Emre Neftci and Mikhail Rabinovich point out that the application of chunking along with “[s]equence learning is a critical component of human intelligence.” The purpose of chunking is to divide tasks, whatever they may be (cognitive or physical) into smaller tasks, ordered sequences of chunks. According to Fonollosa et al., they emphasise the brain's facility to identify and generate “ordered sequences is a defining feature of the brain and a key component of” cognition, performance, and knowledge development.

Chunking is a Hierarchical Process
Further to this Fonollosa, et al., point out that when a sequence learning and chunking progression is put in place, it is important to recognise and understand that “[s]equence learning and production is a hierarchical process.” What this means is that each chunk of information and/or skill (mental or physical), needs to have a direct and meaningful link to the previous and then also to the next chunk and/or sequence of events.

Certain Rules
Daniel Coyle, the author of The Talent Code. Coyle, referring to the University of California Los Angeles neurologist Dr George Bartzokis points out that Bartzokis declared that, “all skills, all language, all music, all movements, are made of living [neurobiological] circuits, and all [neurobiological] circuits grow according to certain rules.”

Hierarchical Neurobiological Circuits
These certain rules state that if one is to achieve any level of success, in any discipline, such as music, maths or movement, one must be self-disciplined, determined and self-motivated enough to work hard and to continually practice. The reason for this is the process of working hard that develops these hierarchical neurobiological circuits. When this neurobiological development takes place, this is when the individual’s cognition, behaviour, and allied skills, knowledge and understanding are advanced.

Brain-based Information
Carol Dweck reported that when students were given information about the brain, this led to academic and social gains being made by the students. According to Dweck, the reason this was taking place was, because, the students gained insights into the idea that it was by and through their self-directed thinking and behaviour, that fired and rewired their brain. Ken Purnell citing Norman Doidge offered the same point of view, to which was also added the concept of brain maps.

Brain Maps
Norman Doidge, writing in his book The Brain that Changes Itself, referring to a study undertaken by Michael Merzenich and colleagues, Doidge found that “when it came to allocating brain-processing power” the brain allocates neurological resources to those parts of the brain that are the most active. Merzenich’s speciality (was) in improving people’s ability to (rewire and redesign) the brain by training specific processing areas, called brain maps, so that they do more mental work.” The hypothesis here was that this increased mental work would provide cognitive, intellectual, academic and social benefits for the individual in question.

Neurons that Fire Together Wire Together
Further to this, Norman Doidge points out that changing any behaviour requires conscious effortful thinking, with aligned actions. This conscious effort and action also need to take place consistently and regularly. It is this mental and physical constancy that begins to regularly fire and rewire the brain. Concomitant with these intrinsic and extrinsic actions occurring, neuronal assemblies begin to form, plus brain maps are being created to support this active thinking and action that is occurring. Added to this, axonal myelination is also taking place.

Axons, Myelin, Skills and Knowledge
Myelin is a white fatty dielectric or electronically insulating type of material that is mainly composed of lipids and lipoproteins that wrap around axons. These axons can also be referred to as neurological pathways or nerves. Myelin forms an insulating layer around these axons. The purpose of myelination is to allow electrical impulses to transmit efficiently and much more rapidly along the axonal pathways. It is this combined process that helps to develop and advance skills and knowledge.

Intensity, Frequency Duration
The important point to note here, according to Daniel Coyle, is that “myelin doesn’t care about who you are. It only cares about what you do.” Myelin only cares about how the individual practised, how many times and for how long the individual practised; nothing else matters! This is all about the intensity, the frequency and the duration of the activity in question. And this self-activated personally motivated process that advances thinking, skills, knowledge and understanding.

The Powerhouse
In conjunction with these ideas, I explained to the teachers, I would also be referring to the brain as being the powerhouse. Associated with this I also told the teachers that I would be telling the students that their thinking and behaviour will be changing their powerhouse.

Skills, Knowledge and Understanding
The teachers in these classes were happy for me to undertake and present this form of teaching strategy; as long as they could, of course, monitor what was taking place. The teachers wanted to ensure that constructive and positive social engagement and academic participation and learning were taking place. Along with this, the teachers wanted to see objective measurable evidence, that numeracy skills, knowledge and understanding by the students were being achieved. With this, I informed the teachers, that is what I expected. Added to this I informed the teachers that every lesson would also involve ongoing objective testing and measurement potential, that would provide objective evidence of achievement, of each-and-every student.

NeuroNumeracy
All of this was readily agreed to, and so the Responsibility Theory NeuroNumeracy program began. From the outset, the program focussed on the four operations: addition, subtraction, multiplication and division. I applied my particular RT neuronumeracy, explicit teaching, and sequence learning chunking methodology in all of the Prep and Grade One classes I attended. This program also involved a great deal of fine motor manipulations and gross motor movement, with associated social interactions and peer support, i.e., allowing for student-to-student teaching and learning to take place. The research in this area is unambiguous; when students can assist and teach other students, learning advances for both parties.

Dr Ragnar Purje (PhD; M.Ed.; M.Ed.(Guid.&Couns.); M.Ed.(Lead.&Man.); B.A.(Psych.); B.App.Sc.(P.E.); Grad.Dip.Ed.; Grad.Dip.Sp.Sc.; Grad.Dip.Ex.Sp.Sc.; Grad.Cert.(Comm.); Grad.Dip.(Health Couns.); Cert.IV in Assess.&Workplace Training) is an Adjunct Senior Lecturer at CQUniversity in the School of Education and the Arts. Dr Purje works with Professor Ken Purnell specialising in classroom behaviour management strategies. Dr Purje is the author of Responsibility Theory.® For presentations, Dr Purje is represented by Saxton Speakers Bureau.