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Why Kids Fear Math and How to Change It Understanding Math Anxiety: Insights from Neuroscience and Education Math anxiety is a growing concern in education, often leading children to fear or avoid math altogether. Neuroscience, brain science, and insights from education experts reveal that the root cause lies in how math is taught. When math […]

The Beauty of Mathematics For many, mathematics is a daunting subject filled with incomprehensible formulas and abstract problems. But what if we told you that mathematics is practical and beautiful? That’s right – mathematics is a sense, just like sight and touch, that allows us to perceive realities that would otherwise be intangible. So, how

Can the flap of a butterfly’s wings in China actually create tornados all over the world? By answering “yes” to this question in 1972, Dr. Edward Lorenza, a research meteorologist, wreaked havoc with some of our basic assumptions about ‘cause and effect’. He raised our awareness that tiny differences in a complex system (such as

Dr Jo Boaler, Professor of Mathematics Education at the Stanford Graduate School of Education interviewed us for her new book – “Limitless Mind: Learn, Lead, and Live Without Barriers”. We shared teaching & learning experiences at Walden’s Path and how we incorporated research in Neuroscience into our approach. Dr Boaler shared ours and similar stories

[Extract from the book – Life Ahead: On Learning and the Search for Meaning by J Krishnamurti] Parents should understand the kind of education the school intends to give. Generally they are satisfied to see their children preparing to get a degree of some kind which will assure them of a livelihood. Very few are

Can imagination – specifically, scientific imagination be taught? Mendeleev envisioned his periodic table in a dream. The dream, of course, was a function of what the human brain normally does during sleep – organising and consolidating ideas, images, and bits of information that occupy our waking state. Imagination is considered the faculty or action of

There is nothing innate about the mathematics at school that should demand speed. Many people incorrectly believe that being good at math means being fast at math. The usual justification is that speed builds fluency, and that students need to call on facts readily in order to free up their limited working memory when tackling

It is hardly surprising that students feel that mathematics is uninteresting when they are plunged into a world of abstraction and numbers.  Howard Gardner proposed a theory of multiple intelligences, suggesting that people have different approaches to learning, such as a visual, kinesthetic or logical approach. This idea expanded people’s thinking about intelligence and competence

Peer learning in its broadest sense is ‘students learning from and with each other in informal ways’. In peer learning the emphasis is on the learning process, the emotional support that learners offer each other, as much as the learning task itself.  Children learn a great deal by explaining their ideas to others and participating

Children are more likely to get a concept if they go through the trouble of explaining what they think. Self-explanation also forces children to wrestle with the underlying concepts, making them discover connections we might otherwise overlook.  Children are likely to attempt explanations when they encounter new information that doesn’t jibe with their prior beliefs. Inconsistent