Fostering Dynamic Thinking in Educational Therapy

1. Fostering Therapy Dynamic Thinking in Educational EnhancingMotivation and Resilience in Children withLearningChallenges Todays world is evolving rapidly, and the ability to adapt to changing problems, people, and environments is quite signi cant to have inyour skillset. This skill, known as Dynamic Intelligence, enables individuals to solve complex problems, maintain meaningful relationships, and achieve long-term goals. In educational therapy, especially for children with Autism Spectrum Disorder (ASD) and learning challenges, fostering dynamic thinking is decisive for their development and success. Dynamic thinking focuses on relativity and perspective-taking, helping children to engage with their environment adaptively. Unlike a static brain, which searches for a single response to speci c stimuli, a dynamic brain continually seeks new potential responses, broadening perspectives and problem-solving skills. Contextual Processing Contextual processing is vital in making mathematical concepts meaningful by applying them to real-life scenarios. For instance, children should understand how mathematical operations with decimals are used in everyday activities like purchasing items from a store. Understanding simple and compound interest, taxation, and installment plans are alsoessential inpersonal and household nance. Example: A child learning about percentages should relate it to discounts while shopping, understanding that a20%discount on a$50item reduces the price by$10.

2. Attributing Identifying attributes is fundamental for categorizing and understanding mathematical concepts. This skill develops from a young age, as seen in how preschool children recognize shapes by their attributes. Example: A child identifying a square will note its four equal sides, while recognizing a triangle will involve noting itsthree sidesand sharp corners. Appraising Appraisal involvesmaking critical judgments in various situations, a skill especially important for children withASD.It requires productiveuncertainty, allowingchildrento navigate new information. Example: While grocery shopping,achild can appraisewhich store o ers better value, considering factors like priceand quality. Anticipating Anticipationiscrucial in everyday life and business. It involves predictingfuture outcomes based on trends and data. Example: In business, anticipating market trends helps capitalize on opportunities, similar to predicting stock market movements. Assimilating Mathematical concepts are often interconnected. Understanding this is essential for a comprehensive grasp of mathematics.

3. Example: Knowing that 50% equals 50/100 and 0.5 helps students relate these concepts in various contexts. Integrating and Synthesizing Mathematical knowledge must be integrated with real-world applications. This dynamic thinking skill involvesconstructing new ideasand applying them to socialand physicalenvironments. Example: The Pythagorean Theorem in geometry requires integratingdi erent mathematicalconcepts to solveproblemsinvolving right triangles. Deconstructing Deconstructing involves breaking down complex problems into manageable parts. This skill is vital for solvingword problems.

4. Example: Tosolve the problem, "Youhave 5pieces of candy. Your mom gives you 3more, but your brother eats one. How many pieces do you have left?" achild must deconstruct each sentence to nd the solution: 5+3- 1=7. Di erentiating Di erentiating between objects and concepts isa natural mental process crucial for learning. Example: Recognizing geometric shapes, such as di erentiating between a square and a circle, is fundamentalfor eldslike architectureand design. Expanding Mathematical concepts build on each other, necessitating an understanding of their interrelationships. Example: Addition expands to multiplication (repeated addition), and subtraction expands to division (repeated subtraction). Fuzzy Thinking Fuzzy thinking involves making judgments with incomplete information, a skill used in estimation and rounding o . Example: Estimatingthe total cost of grocerieswithout calculating the exact amount. Inferencing Inferencinglinksgiven informationwith existing knowledge to drawconclusions.

5. Example: In math problems, a child must infer whether to add, subtract, or perform another operation based on the context. Innovating Innovation in math demonstrates adeep understanding of conceptsthrough metacognition. Example: A child creating new problem sums or nding multiple solutions to a problem showcases innovative thinking. Internalizing Internalizing math conceptsinvolves uency andautomaticthinking,applying them ineveryday scenarios. Example: Observing how varying carspeeds a ect travel distancedemonstrates internalized mathematical understanding. Monitoring Monitoring requires awareness of multiple demandsand accurate execution of instructions. Example: Astudent checkingtheirworkwhilesolvingproblemsensures accuracy and understanding. Re ecting Re ecting involvescriticallyassessingknowledge gapsandlearning from mistakes. Example: A child recognizing what they know versus what they need to learn fosters growth and continuous learning. Postponing Postponing involvesdelaying attention to smalldetails until the bigger picture isunderstood. Example: ChildrenwithASDbene t from this approach, reducing anxiety and promotingskill development.

6. Representing Representingin math involvesconstructing and experimentingwith abstract ideas. Example: Drawing model diagrams to solve word problems helps students visualize mathematical concepts. Summarising Summarising mathematical conceptsdemonstrates acomprehensive understanding. Example: Achild explaining their problem-solving process concisely aids memory and application to similar questions. At Total Communication, we develop dynamic thinking in students by preventing a static approach and using various tools to visualize and interact with mathematical ideas. Our educational therapists create dynamic learning environments for math, fostering skills such as contextual processing, deconstruction, and integration. This approach not only enhances mathematical understanding but also prepares students for real-world applications. Through dynamic thinking, children with learning challenges can achieve their full potential, equipped with the skillsto navigate and excel in anever-changing world. Address - 10 Winstedt Road, Block A #20-01, SINGAPORE 227977 Website - https://www.totalcommunication.com.sg/ Phone No - +65 9115 8895