What lies behind decision-making and improved educational and managerial performance? This book tries to answer by putting forth meaningful strategies in the context of planning and executive functions. This is based on five broad themes: Decisions are based on both emotions and rationality in varying proportions. Emotions and rationality are functions of the brain. Origin of planning and executive functions engaged in problem-solving, and how these functions are measured from three worlds, viz., world of physical objects, world of conscious and unconscious states and psychological control, and world of cultural products, such as language, theories in science, and objects of art. Improvement in planning and executive functions helps in better performance in both educational achievements and managerial decision-making. Methods to boost decision-making and planning.
This book will interest Educational Planners and Managers in business administration as well as the undergraduate and postgraduate students of Psychology, Management and Education.
Chapter 13: Math Learning
Facilitation of Planning: Helping Children Do Mathematics
In order to approach the teaching of mathematics within the framework of Planning, there are some questions we must first ask. What cognitive processes are involved in mathematics? Can the benefits of verbalization be extended to teaching mathematics? What evidence is there to support this extension? We will attempt to answer these in the following sections.
The scope of the chapter is broader than the application of verbalization or self-talk as an aid to enhance self-reflection and promote planful behavior. Helping children to do mathematics is the general objective.
We begin then with considering math competence—what does it include? Then pass on to discuss Math Foundations that comprise the major concepts, processes, and skills that children require for ...