DR. David A. Sousa is an international consultant in educational neuroscience and author of more than twenty books that suggest ways educators and parents can translate current brain research into strategies for improving learning. A member of the Cognitive Neuroscience Society, he has conducted workshops in hundreds of school districts on brain research, instructional skills, and science education at the preK-12 and university levels. He has made presentations to more than two hundred thousand educators at national conventions of educational organizations and to regional and local school districts across the United States, Canada, Europe, Australia, New Zealand, and Asia.

Dr. Sousa has a bachelor's degree in chemistry from Bridgewater State University in Massachusetts, a master of arts in teaching degree in science from Harvard University, and a doctorate from Rutgers University. His teaching experience covers all levels. He has taught senior high school science and served as a K-12 director of science, supervisor of instruction, and district superintendent in New Jersey schools. He was an adjunct professor of education at Seton Hall University for ten years and a visiting lecturer at Rutgers University.

Prior to his career in New Jersey, Dr. Sousa taught at the American School of Paris (France) and served for five years as a foreign service officer and science advisor at the US diplomatic missions in Geneva (Switzerland) and Vienna (Austria).

Dr. Sousa has edited science books and published dozens of articles in leading journals on professional development, science education, and educational research. His most popular books for educators include How the Brain Learns, now in its sixth edition; How the Special Needs Brain Learns, second edition; How the Gifted Brain Learns; How the Brain Learns to Read, second edition; How the Brain Influences Behavior; How the ELL Brain Learns; Differentiation and the Brain, second edition (with Carol Tomlinson); and How the Brain Learns Mathematics, second edition, which was selected by the Independent Book Publishers Association as one of the best professional development books. The Leadership Brain suggests ways for educators to lead today's schools more effectively. Dr. Sousa's books have been published in French, Spanish, Chinese, Arabic, Korean, Russian, and several other languages. His book Brainwork: The Neuroscience Behind How We Lead Others is written for business and organizational leaders.

Dr. Sousa is past president of the National Staff Development Council (now called Learning Forward). He has received numerous awards from professional associations, school districts, and educational foundations for his commitment to research, staff development, and science education. He received the Distinguished Alumni Award and an honorary doctorate from Bridgewater State University and an honorary doctorate in humane letters from Gratz College in Philadelphia.

Dr. Sousa has been interviewed on the NBC Today show, by other television programs, and by National Public Radio about his work with schools using brain research. He makes his home in south Florida.

About the Author
Introduction
Everyone Can Do Mathematics
Why is Learning Mathematics So Hard?
Response From Mathematics Educators
About This Book
Questions This Book Will Answer
Chapter Contents
Other Helpful Tools
Assessing Your Current Knowledge of How We Learn Mathematics
What¿s Coming?
1. Developing Number Sense
Babies Can Count
What Is Number Sense?
Animals Also Have Number Sense
Why Do We Have Number Sense?
Piaget and Number Sense
Learning to Count
Subitizing
Counting
How Language Affects Counting
The Mental Number Line
Expanded Notions of Number Sense
Can We Teach Number Sense?
Quantities to Words to Symbols
Gardner's Logical/Mathematical Intelligence
What's Coming?
Reflections on Chapter 1
2. Learning to Calculate
Development of Conceptual Structures
Structures in Four-Year-Olds
Structures in Six-Year-Olds
Structures in Eight-Year-Olds
Structures in Ten-Year-Olds
Dealing With Multiplication
Why Are Multiplication Tables Difficult to Learn?
Multiplication and Memory
Is the Way We Teach the Multiplication Tables Intuitive?
The Impact of Language on Learning Multiplication
Do the Multiplication Tables Help or Hinder?
What's Coming?
Reflections on Chapter 2
3. Reviewing the Elements of Learning
Learning and Remembering
Memory Systems
Rehearsal Enhances Memory
The Importance of Meaning
How Will the Learning Be Stored?
When Should New Learning Be Presented in a Lesson?
Does Practice Make Perfect?
Include Writing Activities
Gender Differences in Mathematics
Consider Learning Styles
Consider Teaching Styles
How Do You Think About Mathematics?
What's Coming?
Reflections on Chapter 3
4. Teaching Mathematics to the Preschool and Kindergarten Brain
Should Preschoolers Learn Mathematics at All?
Assessing Students' Number Sense
Preschoolers' Social and Emotional Behavior
What Mathematics Should Preschoolers Learn?
Preschool and Kindergarten Instructional Suggestions
General Guidelines
Suggestions for Teaching Subitizing
Learning to Count
An Easier Counting System
Teacher Talk Improves Number Knowledge
Questioning
Developing Sorting and Classifying Skills
What's Coming?
Reflections on Chapter 4
5. Teaching Mathematics to the Preadolescent Brain
What Is the Preadolescent Brain?
How Nature Influences the Growing Brain
Environment Influences on the Young Brain
Teaching for Meaning
Using Cognitive Closure to Remember Meaning
What Content Should We Be Teaching?
Teaching Process Skills
Does the Lesson Enhance Number Sense?
Does the Lesson Deal With Estimation?
From Memorization to Understanding
Multiplication With Understanding
Does the Lesson Develop Mathematical Reasoning?
Using Practice Effectively With Young Students
Graphic Organizers
Don't Forget the Technology
What's Coming?
Reflections on Chapter 5
6. Teaching Mathematics to the Adolescent Brain
What Is the Adolescent Brain?
Overworking the Frontal Lobes
The Search for Novelty
Learning Styles and Mathematics Curriculum
Qualitative Versus Quantitative Learning Styles
Developing Mathematical Reasoning
Instructional Choices in Mathematics
Graphic Organizers
Interpreting Word Problems
Making Mathematics Meaningful to Teenagers
What's Coming?
Reflections on Chapter 6
7. Recognizing and Addressing Mathematics Difficulties
Detecting Mathematics Difficulties
Determining the Nature of the Problem
Diagnostic Tools
Environmental Factors
Student Attitudes About Mathematics
Fear of Mathematics (Math Anxiety)
Neurological and Other Factors
Dyscalculia
Addressing Mathematics Difficulties
Research Findings
The Concrete-Pictorial-Abstract Approach
Using Process Mnemonics
Numeracy Intervention Process
Students With Nonverbal Learning Disability
Students With Both Mathematics and Reading Difficulties
Other Considerations
What's Coming?
Reflections on Chapter 7
8. Putting It All Together: Planning Lessons in PreK-12 Mathematics
What Is Mathematics?
Questions to Ask When Planning Lessons
Is the Lesson Memory-Compatible?
Does the Lesson Include Cognitive Closure?
Will the Primacy-Recency Effect Be Taken Into Account?
What About Practice?
What Writing Will Be Involved?
Are Multiple Intelligences Being Addressed?
Does the Lesson Provide for Differentiation?
Simplified Instructional Model
Conclusion
Reflections on Chapter 8
Glossary
References
Resources
Index