Ahmed A. Moustafa

Dr. Ahmed Moustafa, PhD.

I am currently a Senior Lecturer (associate professor) in Cognitive and Behavioural Neuroscience at Marcs Institute for Brain and Behavior & School of Social Sciences and Psychology, University of Western Sydney. I am also a research associate at the VA hospital in East Orange, New Jersey. I received my PhD in 2006 at the Institute of Cognitive Science, University of Louisiana. During my PhD, I built computational models of brain function and disorders, focusing on Parkinson's disease and the function of dopamine and other neurotransmitters. After my PhD, I was a postdoctoral research at University of Arizona, and from 2007 to 2011, I was a research scientist at Center for Molecular and Behavioral Neuroscience at Rutgers University, working on computational and neuropsychological studies of schizophrenia, Parkinson's disease, PTSD, and depression. I graduated in 1998 in mathematics and computer science from Cairo University, Egypt. During my master's year at Cairo University, I worked on artificial intelligence projects. I have published over 48 papers in high-ranking journals including Science, Proceedings of the National Academy of Science, Journal of Neuroscience, among others. Currently, I work on Computational and Experimental Neuroscience research, focusing on brain disorders.

Brain-Inspired Math

Grade 1 , Book 1

A new technique for teaching mathematics and increasing the child's IQ

Introduction

There are two different brain systems for learning and solving mathematical problems: spatial and linguistic. The spatial system is old, quick, and develops earlier than the linguistic system. The spatial math system is used by many animal species, indigenous societies, and young children. This system relies on forming images to enable understanding mathematics. The linguistic math system enables the learning of more complex math problems, yet it is slow and more difficult to use and learn. Here, we argue that teaching math for children is more efficient if it relies more on the spatial brain system. Relying heavily on the linguistic system can increase mathematics anxiety and thus minimize the ability to learn math effectively.

Mathematics anxiety has been defined as feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations. Math anxiety can cause children to forget and lose self-confidence. Math anxiety is one factor underlying inefficient math learning in schools around the world.

When the child joins Grade 1 at around 6 years old, the spatial system is often stronger and more developed than the language system in the brain. Most of the children in the first grade have excellent capabilities in spatial skills. At 6 years old, the formal language region in the child's brain is very weak, and the child does not have strong skills in formal language conversation.

Because most existing curricula used to teach mathematics use very weak formal language systems, many children have difficulty in learning mathematics, and some children may experience anxiety during the learning process. Math anxiety, in turn, makes children unable to learn mathematics properly.

How can we teach children mathematics easily?

1- Because visual and spatial areas are very well-developed from young age, we prepare the Mathematics curriculum in the form of tables containing the mathematical concepts. This way, the child will understand mathematical concepts very easily.

2- Using the spatial xyz system with first grade students.

3- The formal language vocabularies used in the curriculum will be very easy, and the number of the vocabularies will be as few as possible.

4- Explaining tables and mathematical concepts to the child will be done by using spatial terms that the child understands very well.

5- Using brain training programs for building very strong mathematics system in the child's brain.