Brain Physiology’s Connection to Teaching Algebra

Authors

  • Edward D. Laughbaum The Ohio State University (Retired)

Abstract

The common pedagogy and algebra curricula have issues with facilitating understanding and long-term memory in many students. This article offers ideas on using common core brain function in teaching and curricular processes related to algebra.

Author Biography

Edward D. Laughbaum, The Ohio State University (Retired)

Ed Laughbaum taught remedial mathematics (and many other courses) at
Columbus State Community College for 24 years and then moved to The Ohio
State University as Director of the Ohio Early College Mathematics Placement
Testing Program and Associate Director of the Teachers Teaching with Technol-
ogy College Short Course Program. He is the former editor of the Ohio Journal of
School Mathematics.

References

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Published

2023-11-22

How to Cite

Laughbaum, E. D. (2023). Brain Physiology’s Connection to Teaching Algebra. hio ournal of chool athematics, 95(1), 21–25. etrieved from http://voyager.janeway.systems:9999/index.php/OJSM/article/view/9528

Issue

Vol. 95: Fall 2023

Section

Articles

License

By submitting this agreement, the author hereby grants to The Ohio State University, on behalf of its University Libraries

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