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A review of the literature pertaining to brain hemisphere research and the implications for...

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A review of the literature pertaining to brain hemisphere research and the implications for instruction in the mathematics classroom

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Identifier	Thesis 1482
Author	Buccetti, Michael.
Title	A review of the literature pertaining to brain hemisphere research and the implications for instruction in the mathematics classroom
Publisher	Central Connecticut State University
Date of Publication	1997
Resource Type	Master's Thesis
Abstract	For many years, doctors and scientists have known that the two hemispheres of our brains have different functions. Damage to the left hemisphere in adults has caused severe speech problems. For this reason, the left hemisphere had been considered to be less developed than the right. Recently, however, that notion has changed. For over thirty years, scientists, such as R. W. Sperry, have been studying the functions of the two separate brain hemispheres. The left hemisphere is known to be the language center for most individuals. It is also responsible for sequential, logical thinking. The right hemisphere is the nonverbal, spatial hemisphere. By studying people who had their brain hemispheres surgically separated to help control seizures, Sperry and others have been able to further increase our knowledge about how the brain functions. In 1981, Sperry won a Nobel prize for his work. Historically, educators have used sequential, logical methods to teach. This is a left brain approach. It is believed that the majority of people are left brain dominant. This left brain approach, therefore, would seem to favor the majority of students. However, by not engaging the whole brain, many students may not reach their fullest potential. Right hemisphere dominant students may have trouble with strictly logical, sequential instruction. Left hemisphere dominant students do not receive the benefits from a whole brain approach to teaching. In mathematics, these issues are critical. Although historically most math instruction has focused on sequential algorithms, the trend toward whole brain instruction has increased. The changes proposed by the NCTM standards have been working their way into classrooms. These changes encourage teachers to increase activities that will require students to utilize a variety of approaches to solve problems. These changes should help students use their right and left hemispheres so that increased ability to use both hemispheres simultaneously should improve. This should lead to a more well rounded mathematics student, capable of creativity as well as logical thinking. This paper reviews the history of brain hemisphere research. A history of articles related to the implications of brain hemisphere research is also discussed. Conclusions are drawn based on the presented information and the impact on mathematics instruction is considered.
Notes	Thesis advisor: Dr. Philip Halloran.; "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics Education."; M.S.,Central Connecticut State University,1997; Includes bibliographical references (leaves 27-28).
Subject	Cerebral hemispheres. Mathematics--Study and teaching. Cerebral dominance.
Department	Department of Mathematics
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Software	System requirements: PC and World Wide Web browser.
Language	eng
OCLC number	40169770
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A review of the literature pertaining to brain hemisphere research and the implications for instruction in the mathematics classroom

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