Hover to see how Factors connect to Adverse Experiences. Then click connected Factors to explore strategies related to multiple Factors.
The trauma that comes from experiencing adversity in childhood releases stress hormones that can lead to changes in the body and brain. These changes during this critical time of development can have negative consequences on academic achievement, including learning to do math. However, it is possible that children's brains, which allow a high degree of neural reorganization or plasticity, can compensate for the changes, which may support recovery.
Adverse experiences include:
The 2014 National Survey of Children's Exposure to Violence found that 37.3% of youth experienced a physical assault, most often by siblings and peers, and 15.2% of children were maltreated by a caregiver. Overall, according to the 2012 U.S. National Survey of Children's Health, nearly half (46%) had at least one adverse experience, with 11% experiencing three or more.
These experiences can result in long-term changes to health, behavior, social skills, and brain structure and functioning that can have far-reaching negative impacts on academic outcomes. They may also result in additional trauma through the loss of Social Supports and feelings of Safety.
However, promising research into neuroplasticity has shown that children benefit from increased brain plasticity, as their brain processes seem to be less well organized than in adults. There is significant variability in children's paths to recovery from trauma, so more research in this area can contribute important insights into interventions and recovery.
Teachers support language development by using and providing vocabulary and syntax that is appropriately leveled (e.g., using simple sentences when introducing complex concepts).
Content that is provided in clear, short chunks can support students' Working Memory.
Providing math tasks with high cognitive demand conveys high expectations for all students by challenging them to engage in higher-order thinking.
As students solve problems in a group, they learn new strategies and practice communicating their mathematical thinking.
CRA is a sequential instructional approach during which students move from working with concrete materials to creating representational drawings to using abstract symbols.
Students activate more cognitive processes by exploring and representing their understandings in visual form.
Continual use of foundational skills with different problems reinforces a conceptual understanding of math skills.
10 minutes in each math session devoted to building fluent retrieval of basic arithmetic facts sets the foundation for learning new concepts.
Daily review strengthens previous learning and can lead to fluent recall.
Knowing the language of math is critical because students must use this language to understand math concepts and determine calculations needed.
Thinking of and about patterns encourages learners to look for and understand the rules and relationships that are critical components of mathematical reasoning.
Teaching students to recognize common problem structures helps them transfer solution methods from familiar to unfamiliar problems.
Discussing strategies for solving mathematics problems after initially letting students attempt to problem solve on their own helps them understand how to organize their mathematical thinking and intentionally tackle problems.
Teaching students how to label, identify, and manage Emotion helps them learn Self-regulation skills.
Overtly encouraging all students to seek support and ask questions creates a safe space for risk-taking and skill development.
Analyzing incorrect worked examples is especially beneficial for helping students develop a conceptual understanding of mathematical processes.
Writing freely about one's emotions about a specific activity, such as taking a test, can help students cope with negative Emotion, such as math anxiety.
Students are more likely to come to school when families feel like a valued part of the community.
As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.
Adding motions to complement learning activates more cognitive processes for recall and understanding.
Setting overall goals, as well as smaller goals as steps to reaching them, encourages consistent, achievable progress and helps students feel confident in their skills and abilities.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Spending time with new content helps move concepts and ideas into Long-term Memory.
Practicing until achieving several error-free attempts is critical for retention.
Having space where students can go supports Self-regulation and individual deliberate practice.
As students work with and process information by discussing, organizing, and sharing it together, they deepen their understanding.
Math centers support learner interests and promote the development of more complex math skills and social interactions.
Math games allow students to practice many math skills in a fun, applied context.
Rhyming, alliteration, and other sound devices reinforce math skills development by activating the mental processes that promote memory.
When students have meaningful conversations about math and use math vocabulary, they develop the thinking, questioning, and explanation skills needed to master mathematical concepts.
Through short but regular mindfulness activities, students develop their awareness and ability to focus.
Short breaks that include mindfulness quiet the brain to allow for improved thinking and emotional regulation.
Mnemonic devices help students remember mathematical concepts and steps of math and classroom processes.
Multiple tables and chairs on wheels allow for setting up the classroom to support the desired learning outcomes of each activity.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
Instruction in multiple formats allows students to activate different cognitive skills to understand and remember the steps they are to take in their math work.
Multiple display spaces help develop oral language skills as well as Social Awareness & Relationship Skills by allowing groups to share information easily as they work.
Visualizing how ideas fit together helps students construct meaning and strengthens recall.
Providing physical and virtual representations of numbers and math concepts helps activate mental processes.
Easy access to seeing the relationships between numbers promotes Number Sense as students see these connections repeatedly.
Visual representations help students understand what a number represents as well as recognize relationships between numbers.
Multiple writing surfaces promote collaboration by allowing groups to share information easily as they work.
Connecting information to music and dance moves enhances Short-term and Long-term Memory by drawing on auditory processes and the cognitive benefits of physical activity.
Having students teach their knowledge, skills, and understanding to their classmates strengthens learning.
Research shows physical activity improves focus and creativity.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
When teachers connect math to the students' world, students see how math is relevant and applicable to their daily lives.
Students deepen their understanding and gain confidence in their learning when they explain to and receive feedback from others.
Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory.
Children's literature can be a welcoming way to help students learn math vocabulary and concepts.
Multicultural resources, such as posters with different types of people and word problems based in different settings, allow all students to see themselves in their math work.
When students engage in a dialogue with themselves, they are able to orient, organize, and focus their thinking.
When students monitor their comprehension, behavior, or use of strategies, they build their Metacognition.
When students give themselves positive self-statements after reaching a goal, they acknowledge their progress and reward their small successes.
Incorporating multiple senses with strategies like chewing gum, using a fidget, and sitting on a ball chair supports focus and Attention.
Sentence frames or stems can serve as language support to enrich students' participation in academic discussions.
Providing ways for students to adjust sound level supports individual auditory needs.
Using earplugs or headphones can increase focus and comfort.
Providing students a voice in their learning is critical for making learning meaningful.
When students create their own number and word problems, they connect math concepts to their background knowledge and lived experiences.
Providing ways for students to meet their individual temperature needs supports focus and Self-regulation.
Transforming written text into audio activates different parts of the brain to support learning.
When students explain their thinking process aloud, they recognize the strategies they use and solidify their understanding.
Students deepen their math understanding as they use and hear others use specific math language in informal ways.
Tossing a ball, beanbag, dice, or other small object activates physical focus in support of mental focus.
Spaces that are structured, organized, and clean provide increased room for collaboration and active learning.
Having students verbally repeat information such as instructions ensures they have heard and supports remembering.
Providing visuals to introduce, support, or review instruction activates more cognitive processes to support learning.
Visual supports, like text magnification, colored overlays, and guided reading strip, help students focus and properly track as they read.
Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.
A word wall helps build the Math Communication and vocabulary skills that are necessary for problem solving.
Analyzing and discussing solved problems helps students develop a deeper understanding of abstract mathematical processes.
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