By Julie King, Peter Rasmussen
This resolution Key offers short notes to the instructor and offers the solutions to all of the difficulties in workbooks 1-4. layout: PaperbackPublisher: Key Curriculum Press
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Additional info for Key to Algebra. Answers and Notes to 1-4
Following the huge expansion of research in neuroscience during the 1990s – dubbed the ‘Decade of the Brain’ – we now know enormously more about brain functioning and development than we did even when the ﬁrst edition of this book was published 12 years ago. Neuroscientists and educators are increasingly talking to one another and some commentators have rushed to justify particular educational arguments by reference to brain research. At this stage, we need to approach neuroscientiﬁc evidence with a good deal of caution, however.
In other words, tasks need to be placed in contexts that are meaningful to young children. As we noted earlier, many of Piaget’s tasks have been criticised precisely on the grounds that their meaning was not clear and children misinterpreted them in their attempts to make sense of them, based upon their previous experience. Donaldson (1978) reviewed a number of alternative versions of Piagetian tasks where an attempt had been made to place them in meaningful contexts and thus make their purpose more intelligible to young children.
Neuroscientists and educators are increasingly talking to one another and some commentators have rushed to justify particular educational arguments by reference to brain research. At this stage, we need to approach neuroscientiﬁc evidence with a good deal of caution, however. Serious research into the brain is still very much in its infancy and the one ﬁnding about the human brain that is incontrovertible is that it is enormously complex. The possibilities for misinterpretation and oversimpliﬁcation are legion.