Addressing Math Deficits to Improve Chemistry Success

Eric A. Nelson ()

Nonpartisan Education Review, 2020, vol. 16, issue 2, 1-17

Abstract: The brain solves problems in structures termed 'working memory." Between 2001 and 2010, cognitive experiments verified that at each step when solving a problem, working memory can hold only a few small elements of knowledge that are not well-memorized. One implication of this limit is that students must rely almost exclusively on the application of memorized facts and algorithms when solving mathematical or scientific calculations. Unfortunately, since 1990, K-12 math standards in most U.S. states assumed that with access to calculators and computers, memorization in math could be de-emphasized. As a result, many students have deficits in "automaticity" in the recall of math that is necessary for chemistry. This paper will include evidence that if math fundamentals are moved into memory as preparation for a chemistry topic, student success in first-year chemistry improves substantially.

Keywords: education; policy (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:teg:journl:v:16:y:2020:i:2:p:1-17

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