Training the Brain to do Arithmetic: The Gateway to Becoming a Lifelong Learner of Mathematics
In this paper two models of learning from developmental psychology, implicit and explicit learning, are described. The descriptions focus on developing an understanding of how the brain works in storing and later accessing new information in each of these models. The strengths and weaknesses of each learning paradigm in general, and the specific benefits of each in the learning of mathematics, are discussed. Finally, connections between these two models and traditional and modern school curriculum in mathematics are discussed with recommendations for future teaching and learning practices that blend the two.