Brain Physiology’s Connection to Teaching Algebra
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.
How to Cite:
Laughbaum, E., (2023) “Brain Physiology’s Connection to Teaching Algebra”, Ohio Journal of School Mathematics 95(1), 21--25. doi: https://doi.org/10.18061/ojsm.4186
Rights:
Edward D. Laughbaum
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