ConfChem Conference on Mathematics in Undergraduate Chemistry Instruction: Addressing Math Deficits with Cognitive Science

During the past decade, cognitive scientists have reached a consensus that when solving problems in mathematics and the physical sciences, the brain must rely almost entirely on the application of facts and algorithms that have previously been overlearned (thoroughly memorized). Since 1990, however,...

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Bibliographic Details
Published in:Journal of chemical education 2018-08, Vol.95 (8), p.1440-1442
Main Author: Nelson, Eric A
Format: Article
Language:English
Subjects:
Algorithms
Brain
Calculators
Chemistry
Cognitive Psychology
Cognitive science
Computers
Conferences
Mathematical analysis
Mathematics
Memorization
Organic chemistry
Physical sciences
Science education
Science Instruction
Teaching methods
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Summary:During the past decade, cognitive scientists have reached a consensus that when solving problems in mathematics and the physical sciences, the brain must rely almost entirely on the application of facts and algorithms that have previously been overlearned (thoroughly memorized). Since 1990, however, 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 current students have extensive deficits in math that is prerequisite for chemistry. Evidence indicates, however, that if math fundamentals are moved into memory just before they are needed in chemistry, student success improves substantially. This report summarizes one of the invited papers to the ConfChem online conference on Mathematics in Undergraduate Chemistry Instruction, held from October 23 to November 27, 2017, and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE). The entire paper and discussion are provided in the Supporting Information.
ISSN:0021-9584
1938-1328
DOI:10.1021/acs.jchemed.8b00085