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What is the Science of Maths? Implications for Instruction
The purpose of this seminar is to offer a scientific ‘lens’ through which educators can critique the evidence for different teaching approaches in mathematics and numeracy. Principally, Dr Siobhan Merlo will discuss how working memory load can be managed effectively to expedite learning.
The following topics will be explored:
1) Understanding our cognitive hardware and how we learn
2) Optimal conditions for learning
3) Our cognitive software – Biologically Primary and Biologically Secondary Knowledge
4) Implications for instruction and the way information is presented
Dr. Siobhan Merlo
Dr Siobhan Merlo obtained her PhD from the University of New South Wales under the now Emeritus Professor John Sweller in Cognitive Load Theory in 2005, and has worked as a Psychologist and Learning Intervention Teacher over the past 20+ years. Following her extensive work with students exhibiting specific and pervasive learning difficulties, she lectured in numerous subjects as part of the Masters of Learning Intervention at the University of Melbourne, and designed and developed the Specific Learning Difficulties in Numeracy subject. In recent times, Siobhan has sequenced curricula in conjunction with learning trajectories and research, and has been involved in program development for Foundation to Year 2. Siobhan works within the theory-to-practice nexus to develop programs which promote fluency as well as deep conceptual understanding of mathematics.