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Inhibition 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 early math skills development and is critical to becoming a successful math student.
Inhibition begins to develop around age three to four. Inhibition occurs at two levels:
However, it can be difficult to tease these apart since cognitive Inhibition promotes behavioral Inhibition.
Content that is provided in clear, short chunks can support students' Working Memory.
Building with blocks is ideal for promoting early geometric and Spatial Skills.
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.
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 math 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.
Dot cards build number sense and promote early math skills, particularly Spatial Skills and Non-symbolic Number knowledge.
When students explain their thinking process aloud with guidance in response to questions or prompts, they recognize the strategies they use and solidify their understanding.
Free choice supports learner interests and promotes the development of more complex social interactions.
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.
Teaching students through guided play encourages them to take an active role in their learning and supports the development of a broad array of cognitive skills.
Spending time with new content helps move concepts and ideas into Long-term Memory.
Imagining allows students to step back from a problem or task and think about it from multiple angles.
Practicing until achieving several error-free attempts is critical for retention.
Having space where students can go supports Self-regulation and individual deliberate practice.
Math centers with math games, manipulatives, and activities support learner interests and promote the development of more complex math skills and social interactions.
Math games use numbers and Spatial Skills, allowing students to practice many math skills in a fun, applied context.
Through short but regular mindfulness activities, students develop their awareness and ability to focus.
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.
Teachers sharing math-to-self, math-to-math, and math-to-world connections models this schema building.
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
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 strengthen recall.
Providing physical representations of numbers and math concepts helps activate mental processes.
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.
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.
Decreasing extra audio input provides a focused learning environment.
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.
Response devices boost engagement by encouraging all students to answer every question.
Incorporating multiple senses with strategies like chewing gum, using a vibrating pen, and sitting on a ball chair supports focus and Attention.
Using earplugs or headphones can increase focus and comfort.
Transforming written text into audio activates different parts of the brain to support learning.
Students develop their skills by listening to and speaking with others in informal ways.
Three-phase lesson format is a problem-solving structure to promote meaningful math learning by activating prior knowledge, letting students explore mathematical thinking, and promoting a math community of learners.
Timers help students learn to self-pace and transition.
Tossing a ball, beanbag, 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.
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