The Neuroscience of Deep Learning
"Why can't we just teach math the way I learned it?"
Procedural
Conceptual
How do we teach?
How do you learn?
The volume of work often necessitates computers who can perform the routine machine operations with great speed, but who need not have much logical insight into what the results should be...
Memo: "Computing Group Organizations and Practices at NACA" April 24th 1942
We believe that math should be taught the way the brain learns.
\frac{7}{8}+\frac{12}{13}
Estimate the Sum
a. 1
b. 2
c. 19
d. 21
\frac{7}{8}+\frac{12}{13}
Estimate the Sum
a. 1
b. 2
c. 19
d. 21
\frac{7}{8}+\frac{12}{13}
Estimate the Sum
a. 1
b. 2
c. 19
d. 21
\frac{187}{104}
=
\frac{7}{8}+\frac{12}{13}
Estimate the Sum
a. 1
b. 2
c. 19
d. 21
Majority of students chose "C" or "D"
\frac{187}{104}
=
\frac{7}{8}+\frac{12}{13}
Estimate the Sum
+
≈ 2
Deep Conceptual Understanding
Deep Conceptual Understanding
Deep Conceptual Understanding
Students at All Abilities Pass Even ST Math’s Challenging Levels
Students at All Abilities Pass Even ST Math’s Challenging Levels
Students at All Abilities Pass Even ST Math’s Challenging Levels
Students at All Abilities Pass Even ST Math’s Challenging Levels
Keeping students on grade level with ST Math
High Ceiling
Low Floor
Percent of students meeting or exceeding standards in grades 3-5, 2014 vs 2016.
ST Math's visual, spatial-temporal approach makes the program accessible to more learners.
Third Party Validation
A 2019 WestEd study found schools that consistently used ST Math outgrew similar schools in statewide rank by 14 percentile points.†
What are students saying about ST Math?
JiJi helps me keep trying. When I make mistakes, I learn from it.
Dear JiJi—you’re the best. Your program is amazing.
Thank you for helping me in math. I really like math. It’s so fun.
Students who play ST Math have higher mathematics self-beliefs
ST Math's impact on student self-beliefs is strongest for those students who had lower mathematics achievement scores
ST Math operates through students' self-belief to positively influence achievement
Teomara Rutherford, Allison S. Liu, Arena S. Lam & Katerina Schenke (2020) Impact on mathematics self-beliefs from a mastery-based mathematics software, Journal of Research on Technology in Education
QR code
https://bit.ly/3lCjpYB
The old way of teaching math was to make you do it like a machine...
The new way is to understand it so you can build the machines!
To ensure that all students are mathematically equipped to solve the world's most challenging problems.
OUR MISSION:
ST Math (Richmond GA)
By Nigel Nisbet
ST Math (Richmond GA)
Conversation Tool Slides
