Mind Matters Natural and Artificial Intelligence News and Analysis

# CategoryEducation

## Are You Left-Brained? Right-Brained? That’s Nice. Now Forget It.

The rise and fall of a really Cool myth about the brain

If you have a few minutes waiting in line, you can try various tests on the internet to help you “figure out the huge dilemma”: Are you left- or right-brained? Or, at least, “Which side of your brain is more dominant?” (in 30 seconds). Buzzfeed, more elaborately, offers a Triangle Test to reveal the dominant side. This stuff is fun (maybe). But should we take it seriously? No. Many of us have heard one version or another of the pop psych myth that the brain functions as two separate departments, logic (left) vs. creativity (right). The myth carries conversations and sells workshops, books and TV shows. In reality, the brain’s two hemispheres work together for most jobs, the degree of…

## If IQ Is Inherited, Is the Intellect Simply Material?

A reader writes: I was reading your writings about mind and brain, and I was wondering about how IQ relates to all of this. Since IQ seems to have a large heritable component to it, and the only thing that can be inherited genetically is physical traits, does IQ and its heritability pose a threat to mind-body dualism? It seems to me that someone with an IQ of 75 would have a very different mental experience than someone with an IQ of 145, and that they would also make decisions very differently, which, to me at least, would pose a threat to free will as well, since wouldn’t a certain level of intelligence be required to make decisions freely in…

## To Fix Math Education, See It as a Program That Needs an Update

As a computer programmer, I’ve seen this problem in my work: The basic idea is still sound but “fixes” have made it too complex

In this series we are looking at ways that math education can be reformed. In contrast to some other math reform efforts, we are not trying to fundamentally rewrite what math education is doing but to simply admit that we can do better and see where that takes us. (See Part 1, Part 2, and Part 3.) Here in Part 4, let’s look at specific content issues that, I will argue, we could improve when we do a curriculum revision. Mathematics is an old subject. We have inherited quite a bit of mathematical thought. We must educate future generations so as to make sure that this hard-won knowledge is not lost. But one of the biggest impediments to our task…

## Helping Students See How Math Benefits Them in the Long Run

To keep them motivated, we need to answer the “Why bother?” question honestly and directly

In this series we are looking at ways that math education can be reformed. In contrast to some other math reform efforts, we are not trying to fundamentally rewrite what math education is doing but to simply admit that we can do better and see where that takes us. (See Part 1 and Part 2.) Here in Part 3, we will concentrate on making the curriculum more “conscious” of what students are supposed to be learning in mathematics. One of the primary complaints students have about higher mathematics is that they don’t see where they are going to use the information later in their jobs. There are a number of ways of answering this question but first I want to…