### How was the brainpage theory of knowledge transfer evolved from the classroom of maths chapter?

A classroom of mathematics is well-known for the problem solving activities of chapters. Students don’t try to solve the questions of exercise page given at the end of each chapter. The teacher has to solve most of the math problems in the classroom. Although the high class teaching of maths problems is provided in the classroom, students always depend on the maths teacher to solve exercise tasks in the chapters of arithmetic or statistics.

Students are focused in the listening and watching of classroom performance but they achieve nothing to apply in the problem solving activities of algebra, geometry or trigonometry.

Many years ago, one maths teacher showed me the time and work problems of arithmetic classroom that he had to solve almost all of the exercise questions on the blackboard. So I decided to observe the classroom teaching of mathematics in Class-10. Definitions were written on the board and subject matter was explained in detail. Formulas were proved and some difficult problems of the exercise were also solved for the learning of students.

The teacher also informed the students to practice worked out examples at home and the questions of exercise page were given as homework. Next day I observed the classroom again and found that the teacher had to solve most of the exercise questions. That was almost the 80% of exercise tasks and there was no improvement in the problem solving activities of mathematics.

Once I was at hostel supervision and one of the students asked me to solve a maths problem for him. I finished the solution on paper but he again asked me two maths questions. I wrote those solutions also and he was very happy with the solved tasks of mathematics. In fact, he was lacking of problem solving skills. So I said to him, “First make the brainpage of worked out examples and then start solving the tasks of maths exercise.”

Those days I was working on the web design of homepage, so suddenly the word ‘brainpage’ appeared in my thoughts. Obviously, it was the birth of brainpage theory. He replied, “What’s that?” I illustrated sourcepage, brainpage and zeidpage by describing the current of zeids, the flow of zeidstream and learning drives.

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*Whole knowledge becomes difficult in learning transfer to student’s brain circuits. As for example, breaking is one dimension and building is another dimension of learning development. The brainpage of worked out example is developed by the third dimension of knowledge transfer known as block solver. It’s effective in goal oriented task operation (GOTO).*

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## 2 responses to “Learning drives of student’s brain generated from worked out examples”

NICE WORK

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