Javier Morales


Schwartz, K. (2016). What Neuroscience Can Tell Us About Making Fractions StickMindShift. Retrieved 19 December 2016, from https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/

When students are attempting to learn a new concept, it can be quite a challenge, especially in regards to mathematics. This article discusses how students may need auditory working memory and visuospatial memory when trying to solve a math problem that involves fractions. The might need to pay special focus, create an order in their mind, and use their long-term memory.

I realize that this article doesn’t focus much on libraries but I do think it is interesting in regards to how it discusses the ways in which students may learn and better understand new concepts.

Education and the Mediated Subject

Mary Fobbs-Guillory


Saul, R. (2016). Education and the mediated subject: What today’s teachers need most from researchers of youth and media. Journal of Children and Media, 10(2). Pp.156-163

Roger Saul discusses how the education system that is still in place in most schools around or country is operating on old understandings of how children work and what they need from schools. He says that researchers can help bridge the divide of where were are now to where we should be by helping educators see the untapped potential of their students and the valuable skills they can contribute to their education. He states that there has been a “mass imposition and perpetuation of a constructed reality…embedded in power relations that have operated to deny in young people a range of options for self-understanding and expression that they might otherwise be entitled to” p.158. Teachers may not even realize they are marginalizing students because they are also being robbed of their agency.

This article echoed a lot of sentiments that I’ve been learning about in my Young Adults library class and that I have felt as an educator. Students can be very bored with the low level work they are often assigned. They need more of a challenge and they are more committed to that challenge when they have input and autonomy. There are a lot of studies that show the value and importance of inquiry and constructed knowledge, yet it is still not the norm in most schools. I sincerely hope that changes.

What Neuroscience Can Tell Us About Making Fractions Stick

Lester,  Debbie
Schwartz, K. (2016). What Neuroscience Can Tell Us About Making Fractions StickMindShift. Retrieved 19 December 2016, from https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/
Learning a new math concept takes a toll on the brain not only because of the new math concepts, but also because students must recruit many parts of the brain to solve any problem. For example, students need visuospatial and auditory working memory when solving a fractions problem, and they must focus attention, inhibit distractions, order tasks, recall information from long term memory and integrate new concepts into an old schema. There’s a lot of mental processing going on when learning math, so understanding how careful brain-based instruction can prime the brain for new learning becomes extra important.