Changing the brain map a key to turning maths haters into maths lovers

Changing negative behaviours to positive behaviours is not easy but it is possible if someone makes a conscious, deliberate and self-motivated decision to change their thinking and behaviour from negative to positive.

In addition, a focus on the concept of self-empowerment can inform students that their brain is their ‘powerhouse’, and that all of their thinking, actions, choices and learning come from their powerhouse, which they own.

These pointers come from CQUniversity Adjunct Lecturer Dr Ragnar Purje, a former school teacher, who says ‘I’ve got the power!’ became his classroom mantra; which the children loved saying.

Dr Purje recently published an opinion editorial in the ACER India Teacher magazine, canvassing how to turn maths haters into maths lovers.

The CQUni Alumnus has been able to draw on years of teaching experiences, lessons from elite karate training, doctoral research in the areas of cognitive neuroscience and brain plasticity, associated studies in psychology, sports sciences, guidance and counselling, leadership and management, health counselling and communication studies.

“It was during these discussions with the teachers that I referred to a variety of ideas and research; one of the many which came to mind was the research of Daniel Coyle, the author of The Talent Code,” Dr Purje says.

“Coyle, referring to University of California Los Angeles neurologist Dr George Bartzokis, points out that Bartzokis was of the view that, ‘All skills, all language, all music, all movements, are made of living circuits, and all circuits grow according to certain rules’.

“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, practice, and then practice even more.”

Dr Purje says he explained to the teachers he would also be informing the students about what happens in their brain, or their powerhouse, especially when they are thinking and working.

“This idea was based on the work of Carol Dweck, who 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 their thinking and their self-directed behaviour could change and rewire their brain and create new brain maps. This meant the students had power over their thoughts, actions and learning.

“Norman Doidge, in The Brain that Changes Itself, referring to a study undertaken by Michael Merzenich and colleagues, 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’.”

Dr Purje also references author Norman Doidge who points out that changing a particular behaviour requires conscious and effortful thinking, with associated positive actions. This conscious effort and action need to take place consistently and regularly, and, slowly but surely, the brain is rewired to support what is taking place. The CQUni academic says Doidge notes that neurons that fire together, wire together.

“To their great credit and insight, 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, specifically, to ensure that positive social engagement and academic participation was taking place, and that students’ measurable knowledge and numeracy understanding was advancing,” Dr Purje says.

“All of this was readily agreed to; and so, the NeuroNumeracy program began. As noted, this program focussed on utilising my PhD studies in cognitive neuroscience; my experiences and my research in successful elite sports training and coaching outcomes; and my other advanced studies.

“I told the teachers that I called this methodology NeuroNumeracy because of its neuroplasticity emphasis