Do Left or Right Brain Training Exercises Have the Greater Effect upon College Calculus Achievement ? Paper Presented at the Annual Meeting of the National Council of Teachers of Mathematics

Research supports the premise that various mRthematical topics can be categorized as being performed better by the left or right brain hemisphere. This study examined the effect of left and right brain hemispheric lateralization exercises upon course grades in two sections of Analysis I (beginning calculus for mathematics/science majors) at a small liberal arts college for black women. In one section, 25 students were given two different types of logical-verbal left brain activ:'Les. In the cther section, 30 students were given two different types of visao-spatial right brain activities. Torrance's "Style of Learning and Thinking" was used to assess students' lateralization preferences. There was no significant difference in course grade means between the two treatment groups. However, left dominant subjects in the left brain treatment group scored higher on course grade than left dominant subjects in the right brain treatment group. Also, right dominant subjects in the right brain treatment scored higher than right dominant subjects in the left brain treatment group. Laterality differences in course grades, Scholastic Aptitude Test (SAT) scores, high school grade pcint average (GPA), and college GPA were also examined. Included are 27 references and examples of right brain and left brain activities. (DC) ********************************x***************************x********** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * **************************************************,******************** "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Cynthia Ann Miller TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U S DEPARTMENT OF EDUCATION Once of Educat.onai QrSrarCn and try,u0,,emen, /OLICADONAL RESOURCES INFORMATION CENTER (ERIC) Th.s olc,,ment nas Deer fea00uced as ece..ed from ne DerSOn 0. 3rganaat.On 0.,:pnabN1 Mmo. changes na.e tx n made to anprthm eprOductOn Cualay Po.n!s .e+ 0 Ors, 0.3 Vated .n 1,5 00Cu rent do r,Of nefeSSarM, eprasem: offtC.a: OERIDOS,!.0,0,P.MO, DO LEFT OR RIGHT BRAIN TRAINING EXERCISES HAVE THE GREATER EFFECT UPON COLLEGE CALCULUS ACHIEVEMENT ? PAPER PRESENTED AT THE ANNUAL MEETING OF THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS APRIL 7, 1988 CHICAGO, ILLINOIS