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Published at Friday, 10 May 2019. **math worksheet**. By Yolanda Guerin.

Read-aloud a picture book with repetitive text. Pause to let child fill in the blank and continue the pattern. Make patterns with snack foods (e.g. pretzels, raisins, Cheerios) or candy (e.g. Skittles or M&M’s). Go on a scavenger hunt looking for patterns in nature (e.g. circular patterns in flowers, rings on tree trunks, or patterns on insects such as ladybugs or butterfly wings).

The ability to compare and guess the size or amount of objects, and demonstrate the meaning of words like more or less, bigger or smaller. Bake simple cookies or brownies with child (also incorporates time measurement skills). Bonus: make into different shapes. (numbers, shapes, or images that repeat in a logical way) — The ability to predict and understand what comes next, make logical connections, and develop reasoning skills.

If a brain region is working hard, there will be more brain activation. These researchers found that a part of the brain called the amygdala is more activated (working harder) in children with high math anxiety than in children with low math anxiety. Also, in children with high math anxiety, the areas of the brain that deal with working memory and mathematical processing (called the dorsolateral prefrontal cortex and the intraparietal sulcus) are less activated (working less hard) compared with those brain areas in children who have low math anxiety [5]. The amygdala is a small almond-shaped structure in the lower middle part of the brain and it is important for experiencing and processing emotions, including fear and anxiety. The dorsolateral prefrontal cortex is a larger part of the brain located at the very front of the brain, and it is involved in many complicated behaviors, such as planning and decision making. The intraparietal sulcus is a brain region near the top of the brain that is important for mathematics and paying attention. (See Figure 3 for a picture of where these brain regions are located.) So, overall, this study suggests that when children solve math problems, those children with high math anxiety activate brain regions involved in anxiety, while those children with low math anxiety activate brain regions that are involved with solving math problems.

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