ADDRESSING AND STRATEGICALLY OVERCOMING THE DIFFICULTIES IN MATHEMATICS FOR PREADOLESCENTS IN THE UNITED STATES THROUGH NEUROLOGICAL FINDINGS AND LEARNING THEORIES
Mathematics education, defined briefly by both students' understanding and teacher instruction, is a cause for concern in the United States. A 1998 comprehensive study conducted by The Third International Mathematics and Science Study (TIMSS) shows that preadolescent mathematics education is comparatively less effective in this country than it is in other countries. The purposes of the present investigation were to understand why mathematics education has its short-comings in the United States, to analyze the most effective ways to help middle grade students learn mathematics, and to examine instructional methods for improving student understanding. The focus is on effective instructional methods because this is an aspect that teachers can directly control and influence. A thorough review of neurological findings and learning theories strongly gave insight into how the preadolescent brain learns best and the investigation further examined the effectiveness of research-based findings by executing a lesson in a 6th grade mathematics classroom and analyzing student results.