Hover to see how Factors connect to Inhibition. Then click connected Factors to explore strategies related to multiple Factors.
Inhibition, a component of executive functioning, is the ability to suppress Attention to irrelevant input and to focus on pertinent stimuli or information. Students use these skills to successfully pay attention to lessons and problems. By helping students control both their focus and their behavior, Inhibition affects the development of math skills and allows students to move away from strategies that are not effective to support math success.
Inhibition occurs at two levels:
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.
Students activate more cognitive processes by exploring and representing their understandings in visual form.
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.
Analyzing incorrect worked examples is especially beneficial for helping students develop a conceptual understanding of mathematical processes.
As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.
Math games allow students to practice many math skills in a fun, applied context.
Multiple tables and chairs on wheels allow for setting up the classroom to support the desired learning outcomes of each activity.
Teachers sharing math-to-self, math-to-math, and math-to-world connections models this schema building.
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.
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.
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.
Response devices boost engagement by encouraging all students to answer every question.
Sentence frames or stems can serve as language support to enrich students' participation in academic discussions.
When students create their own number and word problems, they connect math concepts to their background knowledge and lived experiences.
When students explain their thinking process aloud, they recognize the strategies they or others use and solidify their understanding.
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.
Analyzing and discussing solved problems helps students develop a deeper understanding of abstract mathematical processes.
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