by Evelyn Crandall Fannin
Math Facts, left brained courses, can be taught with a Right Brained Approach
Why do some children hate math?
Why do some parents say, “I was never very good at math? How can we expect our children to do well at math when it was always hard for us?
It seems unfair that even in some schools, teachers expect parents to help children with math homework. How can we help if some of us have not had teacher training and the way they present it now is so strange?
One mother said, “By the time my child finishes her homework we are both in tears. She keeps saying ‘that is not how we are to do it,’ and I say, ‘but the answer is wrong.’” Obviously, neither the parent nor child understands how these problems are to be done.
What outward signs can parents see in a child who does not do well in math? They may feel others in the class “get-it,” and they wonder why they can’t. Other kids may call them “dumb.” They may show signs of aggression, anger, belligerence, or frustration. Some may withdraw, become tired when it is time for math or cry or find any excuse to avoid doing math. Some may say “That is too easy” when they really don’t know how. Some join undesirable friends or habits in order to find acceptance.
One thing for sure is that they don’t like feeling like a failure.
If you have a child that fits in this category, you are not alone.
Approximately 30,000,000 children between the ages of kindergarten and twelfth grade are below proficiency in math in the United States according to the United States Department of Education.
For many years the author’s passion has been to discover a solution or reason why so many children and even adults hate math. Often they are very intelligent, but just don’t “get it.”
When I learned about different learning styles and the terms of right-brained dominance and left-brained dominance, it all began to make sense. Yes, children learn differently.
I was impressed with the article by Susan Major about how right-brained teaching can affect learning to read.
My passion being math, I would like to expound upon how right-brained learning can affect all learning. Because math is a linear subject and text books and programs are written by those with Doctorates in math, who are usually left-brained learners, it is understandable why right brained dominant children are not “getting it.”
The left side is usually termed the linear side and the right side is the creative side. There is a trend to discredit the distinction of right and left-brained dominance. Some say there is no reason for the classifications; because everyone uses both sides of the brain. This is probably true, but my understanding became clear when I learned of the terms left and right-brained dominance. Of course, the brain has a complete spectrum from left to right.
Some people may fall in the middle and use both sides of the brain to their advantage while others use predominantly the left or right side. Children in kindergarten were tested as to right or left-brained dominance with the result of 85% right-brained dominance. A test given to twelfth graders revealed only 17% right brained dominant.
What happened to the creativity as a result of the school system?
As parents we have the opportunity to encourage creative development in our children. This development can be such a pleasure and joy to them all their lives. Some adults and children when discovering a right-brained method of learning, could translate learning of all subjects to their desire. Performance in all classes was excelled.
By understanding traits that apply to the different types of brain dominance, the differences in children and adults can be better appreciated.
Could math be taught to show proofs of why it works that way?
Would your child be excited to discover that a learned fact applies to more difficult situations?
It isn’t any harder to do big problems, they just take longer!
It is said, "A picture is worth 1,000 words," and some children, or even adults, do not want to read the 1,000 words.
Would it be helpful to have visual charts to prove how addition facts, one number at-a-time works? As a parent or tutor you will discover how memorization is easier for your child to learn when visual understanding is complete.
Could they be excited to discover the same thing happens every time that number is added? Then they need to recognize how written problems look.
Surprise! That same fact works with more difficult problems. What about written instructions? Can you hear them say, “Show me!”?
The example was used for addition, what about multiplication?
Could charts show how easy Times Tables can be memorized when children can see how they fit together? There are a lot of patterns that are fun to discover.
When patterns are discovered for addition of one number, what is the relationship to subtraction of that same number?
Why not learn to add and subtract at the same time?
Could this avoid the idea that addition is easy, but subtraction is hard?
What about teaching multiply and divide at the same time like 2 x 6 = 12 or 12 ÷ 2 = ___?
Would you as a parent or teacher be surprised to see your child memorize one set of Times Tables in five to eight minutes? Visual learning and finding relationships make memorization much faster.
In math, practice is necessary. Expecting improvement by repeating the same page over and over is not effective for a right brained child.
Can the practice be varied?
Can they learn different applications or formats for the same skill?
Some children appear to be daydreaming when asked to do the same thing again the same way.
When in fact, their mind is going 700 words per minute on something of more importance. They may be finding new applications for that concept.
A left-brained learning may categorize a right-brained child as thinking outside the box and consider them as having no value. A right brained child avoids following instructions when they feel they are not liked. It is like they do not hear the instruction.
When an assignment is made, first the child will check the expression of the originator of the assignment to determine the emotion or approval. They tend to perform to please the person they are responsible to rather than being job oriented.
Below is a chart briefly categorizing responses of a child or adult predominately a Left or Right Brained learner.
Can adapt to others if they understand different types of dominance and can treat it as a challenge
It is important that this distinction does not mean right and wrong!
Both right-brained and left-brained people are important in the world.
Differences are good!
A marriage of different types can be a great asset.
A business with opposite types often achieves greater results.
Many times personality conflicts occur when a parent sees the same traits in their child that they have disliked in themselves much of their life.
Wouldn’t it be wonderful if each person could appreciate their differences as assets?
For a Right-brained person can we consider problem solving as an asset? Can we consider seeing the whole picture as an asset?
Many great inventors have been people with right brained tendencies. How important is it for a child or adult to appreciate themselves and others?
Many injustices have been done to a child who is a Right Brained thinker.
One child after learning a new concept became so excited. While the teacher seemed to drone on and on and on about seemingly unimportant details, her mind raced ahead exploring other applications of the concept.
When the teacher said, “Now go to work,” that girl raised her hand and asked, “How do we do it?” The teacher became very agitated and angrily yelled, “That’s what I have been explaining for the last twenty minutes. Why didn’t you listen? You are just a daydreamer!” At that the teacher turned and stomped back to her desk. The only thing that girl could do was to whisper to her neighbor who whispered back, “Just do this!”
Do you think that child ever raised her hand again to ask a question?
How do you think that teacher treated that child, whom she had labeled in her own mind, for the rest of the year?
Can a right-brained dominant child understand that some other people do not think the same way they do and that is a good thing?
Can they understand that if a person is left-brained dominant that they may expect different things than they consider important?
Can they accept that dealing with them is like a challenge?
Because they like challenges, they need to do what will please that person without losing their own identity and values?
Can they realize that that person is task oriented unlike being people oriented?
Understanding people and understanding learning styles can be a great advantage to the success of our children. Many children learning math by a visual method of how and why it works find self-confidence soars, achievement in all courses improves, relationships with people, even parents, even family relationships improve.
The author of this article has had many experiences with students whose parents have reported amazing results. Sometime I would like to tell you of some of my experiences.
Evelyn Crandall Fannin
801-756-6282
FB Cool Tools Math
www.cooltoolsmath.com
cooltoolsmath@gmail.com
Evelyn has a BS Degree in Elementary Education, a teacher with over 30 years’ experience. She is an author of 4 books with video instruction. She has a heritage of teachers and has written a history of her Great Grandfather Karl G. Maeser who was the founder of Brigham Young Academy which was the precursor of Brigham Young University. It was said that he elevated the attitude toward higher education in the early settlements in Utah and surrounding states.
Evelyn is married to George R. Fannin and she supported him for years until he retired and now is able to be a great support to her passion. They are parents of 6 children and raised a foster child. Evelyn homeschooled one child due to unusual circumstances. In her home she always encouraged education. Several of her children have College degrees. Her goal is for parents to know how to develop a love for math in their children and for children to have self-confidence believing they are smart.
Math Facts, left brained courses, can be taught with a Right Brained Approach
Why do some children hate math?
Why do some parents say, “I was never very good at math? How can we expect our children to do well at math when it was always hard for us?
It seems unfair that even in some schools, teachers expect parents to help children with math homework. How can we help if some of us have not had teacher training and the way they present it now is so strange?
One mother said, “By the time my child finishes her homework we are both in tears. She keeps saying ‘that is not how we are to do it,’ and I say, ‘but the answer is wrong.’” Obviously, neither the parent nor child understands how these problems are to be done.
What outward signs can parents see in a child who does not do well in math? They may feel others in the class “get-it,” and they wonder why they can’t. Other kids may call them “dumb.” They may show signs of aggression, anger, belligerence, or frustration. Some may withdraw, become tired when it is time for math or cry or find any excuse to avoid doing math. Some may say “That is too easy” when they really don’t know how. Some join undesirable friends or habits in order to find acceptance.
One thing for sure is that they don’t like feeling like a failure.
If you have a child that fits in this category, you are not alone.
Approximately 30,000,000 children between the ages of kindergarten and twelfth grade are below proficiency in math in the United States according to the United States Department of Education.
For many years the author’s passion has been to discover a solution or reason why so many children and even adults hate math. Often they are very intelligent, but just don’t “get it.”
When I learned about different learning styles and the terms of right-brained dominance and left-brained dominance, it all began to make sense. Yes, children learn differently.
I was impressed with the article by Susan Major about how right-brained teaching can affect learning to read.
My passion being math, I would like to expound upon how right-brained learning can affect all learning. Because math is a linear subject and text books and programs are written by those with Doctorates in math, who are usually left-brained learners, it is understandable why right brained dominant children are not “getting it.”
The left side is usually termed the linear side and the right side is the creative side. There is a trend to discredit the distinction of right and left-brained dominance. Some say there is no reason for the classifications; because everyone uses both sides of the brain. This is probably true, but my understanding became clear when I learned of the terms left and right-brained dominance. Of course, the brain has a complete spectrum from left to right.
Some people may fall in the middle and use both sides of the brain to their advantage while others use predominantly the left or right side. Children in kindergarten were tested as to right or left-brained dominance with the result of 85% right-brained dominance. A test given to twelfth graders revealed only 17% right brained dominant.
What happened to the creativity as a result of the school system?
As parents we have the opportunity to encourage creative development in our children. This development can be such a pleasure and joy to them all their lives. Some adults and children when discovering a right-brained method of learning, could translate learning of all subjects to their desire. Performance in all classes was excelled.
By understanding traits that apply to the different types of brain dominance, the differences in children and adults can be better appreciated.
Some people prefer figuring things out rather than reading instructions
Do you know anyone who fits this category?
These people large and small want to know the how and why things work. Do you know anyone who fits this category?
Could math be taught to show proofs of why it works that way?
Would your child be excited to discover that a learned fact applies to more difficult situations?
It isn’t any harder to do big problems, they just take longer!
Some people do not learn isolated facts well or after
having learned them, they do not retain them.
Do you know anyone who has these traits?
having learned them, they do not retain them.
Do you know anyone who has these traits?
It is said, "A picture is worth 1,000 words," and some children, or even adults, do not want to read the 1,000 words.
Would it be helpful to have visual charts to prove how addition facts, one number at-a-time works? As a parent or tutor you will discover how memorization is easier for your child to learn when visual understanding is complete.
Could they be excited to discover the same thing happens every time that number is added? Then they need to recognize how written problems look.
Surprise! That same fact works with more difficult problems. What about written instructions? Can you hear them say, “Show me!”?
The example was used for addition, what about multiplication?
Could charts show how easy Times Tables can be memorized when children can see how they fit together? There are a lot of patterns that are fun to discover.
Some people learn better when facts are related.
Do you know anyone who learns better this way?
Do you know anyone who learns better this way?
When patterns are discovered for addition of one number, what is the relationship to subtraction of that same number?
Why not learn to add and subtract at the same time?
Could this avoid the idea that addition is easy, but subtraction is hard?
What about teaching multiply and divide at the same time like 2 x 6 = 12 or 12 ÷ 2 = ___?
Would you as a parent or teacher be surprised to see your child memorize one set of Times Tables in five to eight minutes? Visual learning and finding relationships make memorization much faster.
Some people find repeating the same thing the same way difficult or impossible.
They may say, “I already did that!”
Do you know anyone who has these traits?
They may say, “I already did that!”
Do you know anyone who has these traits?
In math, practice is necessary. Expecting improvement by repeating the same page over and over is not effective for a right brained child.
Can the practice be varied?
Can they learn different applications or formats for the same skill?
Some children appear to be daydreaming when asked to do the same thing again the same way.
When in fact, their mind is going 700 words per minute on something of more importance. They may be finding new applications for that concept.
Some people read people like other people read books.
Do you know a child who gets "A's" when they think the teacher likes them
and "F's" when they don't?
Do you know a child who gets "A's" when they think the teacher likes them
and "F's" when they don't?
A left-brained learning may categorize a right-brained child as thinking outside the box and consider them as having no value. A right brained child avoids following instructions when they feel they are not liked. It is like they do not hear the instruction.
When an assignment is made, first the child will check the expression of the originator of the assignment to determine the emotion or approval. They tend to perform to please the person they are responsible to rather than being job oriented.
Below is a chart briefly categorizing responses of a child or adult predominately a Left or Right Brained learner.
|
Left Brained |
Right Brained |
|
Task oriented |
People oriented |
|
Likes routine |
Creative – Likes different ways to do things |
|
Reads instructions |
Wants to see it done or figure it out |
|
Doesn't care how or why |
Takes things apart to see how and why Learns better when understanding how and why |
|
Prefers order Everything in its place |
Unaware he left things in a mess When challenge is solved – he/she is done |
|
Detail oriented |
Learns better in whole pictures |
|
Makes plans Follows the plan |
Spontaneous Does things on the spur of the moment |
|
Punctual -- on time |
Often distraction makes them tardy |
|
Very frustrated by unexpected events or emergencies |
Unexpected events may be exciting challenges. Loves challenges |
|
Black and white is organized |
Color is exciting |
|
Some nice but not necessary |
Likes music, dance, art, circles, diagonals, |
|
Sometimes “writes off” people that think outside the box |
Can adapt to others if they understand different types of dominance and can treat it as a challenge |
Can adapt to others if they understand different types of dominance and can treat it as a challenge
It is important that this distinction does not mean right and wrong!
Both right-brained and left-brained people are important in the world.
Differences are good!
A marriage of different types can be a great asset.
A business with opposite types often achieves greater results.
Many times personality conflicts occur when a parent sees the same traits in their child that they have disliked in themselves much of their life.
Wouldn’t it be wonderful if each person could appreciate their differences as assets?
For a Right-brained person can we consider problem solving as an asset? Can we consider seeing the whole picture as an asset?
Many great inventors have been people with right brained tendencies. How important is it for a child or adult to appreciate themselves and others?
|
Often, left-brained people interpret right-brained traits differently than they really are. |
|
|
Learning techniques For Left-brained learners |
Learning techniques for Right-brained learners |
|
Visualization – good not essential |
Visualization - essential |
|
Repetition is good |
Repetition – not productive |
|
Learns isolated facts |
Stories – help apply facts to whole story |
|
|
Learn at their own speed – To satisfy all their questions of why |
|
Goals are important |
Goals are important |
Many injustices have been done to a child who is a Right Brained thinker.
One child after learning a new concept became so excited. While the teacher seemed to drone on and on and on about seemingly unimportant details, her mind raced ahead exploring other applications of the concept.
When the teacher said, “Now go to work,” that girl raised her hand and asked, “How do we do it?” The teacher became very agitated and angrily yelled, “That’s what I have been explaining for the last twenty minutes. Why didn’t you listen? You are just a daydreamer!” At that the teacher turned and stomped back to her desk. The only thing that girl could do was to whisper to her neighbor who whispered back, “Just do this!”
Do you think that child ever raised her hand again to ask a question?
How do you think that teacher treated that child, whom she had labeled in her own mind, for the rest of the year?
How can a right-brained child or adult function in a left-brained world?
Can a right-brained dominant child understand that some other people do not think the same way they do and that is a good thing?
Can they understand that if a person is left-brained dominant that they may expect different things than they consider important?
Can they accept that dealing with them is like a challenge?
Because they like challenges, they need to do what will please that person without losing their own identity and values?
Can they realize that that person is task oriented unlike being people oriented?
Understanding people and understanding learning styles can be a great advantage to the success of our children. Many children learning math by a visual method of how and why it works find self-confidence soars, achievement in all courses improves, relationships with people, even parents, even family relationships improve.
The author of this article has had many experiences with students whose parents have reported amazing results. Sometime I would like to tell you of some of my experiences.
Evelyn Crandall Fannin
801-756-6282
FB Cool Tools Math
www.cooltoolsmath.com
cooltoolsmath@gmail.com
Evelyn has a BS Degree in Elementary Education, a teacher with over 30 years’ experience. She is an author of 4 books with video instruction. She has a heritage of teachers and has written a history of her Great Grandfather Karl G. Maeser who was the founder of Brigham Young Academy which was the precursor of Brigham Young University. It was said that he elevated the attitude toward higher education in the early settlements in Utah and surrounding states.
Evelyn is married to George R. Fannin and she supported him for years until he retired and now is able to be a great support to her passion. They are parents of 6 children and raised a foster child. Evelyn homeschooled one child due to unusual circumstances. In her home she always encouraged education. Several of her children have College degrees. Her goal is for parents to know how to develop a love for math in their children and for children to have self-confidence believing they are smart.
