A question for Eoffg

[hsmom]

The following piece, Mathematics and Memory, is written by a Waldorf teacher.

yourfullpotential.net/mathematics-and-memory.html

In it, she discusses the three steps of memory development (or, lack of development) - movement memory, rhythmical memory, and picture memory - and their effect on a child's struggle with math. I would appreciate your thoughts on this.

[eoffg]

HSMom, it seems that my keyboard didn't like my long-winded reply, and just deleted it?
I was happy to read that Waldorf schools are giving attention to these 'three steps of memory development- movement memory, rhythmical memory, and picture memory'. Though it needs to be further refined. So perhaps I might talk about each of them?

What they refer to as 'Localized memory (movement memory), is actually Spatial thinking.
A crucial element of Spatial thinking, is that internal and external space on each side of us, is concieved of in different sides of the brain.
So that your left leg, arm and the world on your left side, is concieved of spatially, in one side of your brain.
Actually on the opposite side, in your right brain.
At birth, a baby begins developing this internal and external spatial conception, on each side, totally independent from each other. So that it first needs to be developed on each side, and then the stage, is to develop a connection between spatial thinking on both sides. Where Crawling plays a critical role in developing this connection.
But in terms of a delay in development of Spatial thinking, it is crucial to identify where the delay has occurred?
The distinction being between the development on both sides, and the connection between them?
Where a problem with the exercises that they use, is that they assume that Spatial thinking has been developed on each side.
So that it is futile to attempt to develop a connection, when either or both sides haven't first been developed?
As the development on each side, needs to be confirmed first.
Where this needs to be looked at in terms of both internal and external spatial thinking. As well as 'muscle control', where spatial thinking is also involved with muscle contraction/ extension.
But this connection between Spatial thinking on both sides of the brain, is used in a crucial way?
The brain uses these 2 sides, to locate opposing points.
Where it actually locates the beginning point in your right brain, and the end point in your left brain.
The brain can then divide up the space between them, so that when you think of the words: second, minute, hour, day, month, year, decade, century ?
They are actually concieved of with your spatial thinking, which associates a quantity with those words.
So that you have a sense of how long a minute or hour is.
Where you can probably estimate when about 15 minutes has passed?
Though they also talked about 'Rhythmical memory', where this is also termed as Pattern thinking, and is used for Sequential thinking.
Where it uses what is termed as Reversibility thinking?
Which is used in both Auditory and Visual thinking.
Every word has its own rhythm, which can be recognized if you break it down into its phonemes.
But a sentence will also have its rhythm as well.
But- a -sentence- will- also- have- its- rhythm- as- well.

With Visual thinking, rhythm is rather defined as Pattern thinking, and the ability to recognize visual sequences.

Though it also talked about 'Picture memory' and 'minds eye', but confused its role as critical in 'higher mathematics'?
When it fact, it is critical for basic arithmetic.
Where it is the simple difference between the way numbers are held in working memory, as a math calculation is carried out.
Which is the simple difference between holding 47 as a visual image in the mind, or as words; forty seven.
Where a mental math calculation involves holding multiple numbers in the mind, as we go through the calculation.
So that if form 47+69= as a visual image in the mind, then we hae 2 simple image to wok with.
But if held verbally; forty seven plus sixty nine?
It soon becomes confused?
Though minds eye is not simply about forming a image?
Where an important thing about visualising, is that we need to look around the image, not just stare at it.
When visualizing, the eyes move around, just as if we were actually seeing.
But another thing with visualizing, is that we can hold multiple images at the same time. Which can be moved to different places on the mental page.
Though I was happy to read in the article that at least they are recognizing these 'three steps of memory development' and are giving them their attention.
But I would rather suggest that the focus of elementary school, should be with helping each child to develop and understand their
own thinking skills, as a foundation for learning.

[wimom]

thanks for the explinations eoffg

[hsmom]

Eoffg,

I, too, want to thank you for your explanation. Knowing that movement memory is spatial thinking, rhythmical memory is pattern thinking, and how visual image is used in calculation was most helpful.

It clarified for me what I learned from my son's teacher when he was in a Waldorf school and what you've been saying here on this forum. And, I really appreciate all that you are teaching me.

And, I agree that what is important for students is to understand the way they think and learn.

[hsmom]

For those who are interested, here is another article, How the Body Midlines Affect the Learning of Mathematics, written by the same person.

yourfullpotential.net/OLD/mathandear.html