“The child begins to feel seen, heard and understood.” - BBE

These are the words that make your heart sing! 

 “I understood Maths today!” declared a child whose stomach twisted into knots, at the mere thought of attending maths lessons, prior to her assessment and diagnosis of dyscalculia.  Her teacher shared that she now asks, “what are we doing in maths today?”, instead of shying away from mathematical learning.   Another parent we work told us, “I’ve just asked our son how he’s feeling about maths, and he said he’s feeling good and feels like he’s getting better and better! That’s actually a lovely thing to hear him say! There does seem to have been a shift in his outlook since you assessed him!”

But how does this shift occur? What are the underlying processes that enable such a profound change in mindset?

Before we offer an explanation, let's  provide you with a context.  Both of these primary aged children have been experiencing challenges in mathematical learning.  Their families were becoming increasingly anxious about their children’s dwindling morale and self-belief in maths learning.  Teachers observed struggles with recalling times tables, recognising patterns, or grasping concepts like time.  Amidst these struggles, each child displayed remarkable talents in other areas, indicating there were experiencing  domain-specific difficulties.  Seeking answers, these families turn to us at BBE for comprehensive educational assessments. After an in-depth intake conversation, we understood that the challenges each child was facing seemed to be persistent and long-term.  During the assessment, we were able to explore through psychometric testing each child’s approach to solving mathematical problems, conceptual understanding, their mathematical fluency and accuracy, as well as their overall achievement levels.  However, our BBE educational assessments, in addition to psychometrics,  are much more granular. Through careful questioning, gentle probing and observation of non-verbal cues, we gain a great deal more understanding about each child’s inner world and their sense of self as a mathematical learner. 

Let's delve into the neuro-enhanced science behind this transformation. We can tune into an individual’s emotional state through their non-verbal communications such as vocal tone or prosody.  A monotonous or flat voice may convey emotional detachment or stress in response to the experiences they have felt or feel in that moment when having to perform mathematics.  In addition, we can notice the physiological changes that may occur when a child is performing a task, such as increased heart rate, reddening of the cheeks or the ears, clenching of fists, eye muscles tightening, change in body position, etc.  In noticing these micro-movements and  signals  we can apply mechanical and neurological perspectives to explain these behaviours.  It is important to add that most of the time, these signals occur subconsciously! It’s our body-brain response that is within all of us.

It is not uncommon for something to shift for children after the assessment and there is good neuro-enhanced reasons for this!  During assessments, we not only scrutinized their cognitive abilities but also tuned into their emotional states through non-verbal cues. Changes in vocal tone, physiological responses, and body language offered invaluable insights into their inner experiences. This process of attunement, wherein assessors synchronise their emotional states with the child's, fosters a sense of psychological safety and understanding where the child begins to feel seen, heard and understood. 

But what fuels this transformation at a neurological level? 

There are many mechanisms at play but the  most interesting relating to the interaction between the BBE assessor, child and family, are the following:

Mirror Neurons: Enter mirror neurons, the silent architects of empathy. These neurons allow us to mirror the emotional states of others, fostering a deeper understanding of their experiences. Coupled with emotional contagion and activation of social brain networks, this forms the bedrock of attunement—a shared journey of exploration and discovery.

Emotional Contagion: This is driven by brain regions involved in emotional processing, allowing for the sharing of emotional experiences and increased rapport.

Social Brain Networks: Various brain networks are activated involving social cognition and interpersonal processing, such as mirror neuron system, theory of mind network (understanding others’ mental states) and the empathy network (involving experiencing and understanding others’ emotions).  Not only do we activate a variety of networks through positive social interaction but we also begin to sync our brainwaves, leading to more efficient problem-solving and a sense of companionship.  

Oxytocin: As the assessment unfolds, oxytocin—the "bonding hormone"—weaves its magic, enhancing feelings of warmth and connection.

Neuroplasticity and Experience: Meanwhile, the brain undergoes a remarkable transformation, rewiring itself in response to experiences. This neuroplasticity underpins the shift in mindset, reshaping the child's relationship with mathematics.

In essence, "I understood Maths today!" signifies more than just academic progress; it symbolises a profound shift in mindset and emotional well-being, facilitated by the intricate interplay of neuroscience and supportive interactions. It's a testament to the transformative power of understanding, empathy, and attunement in fostering growth and confidence in mathematical learning.

Curious to learn more about our signature educational assessments?

Reach out to us at [email protected] and embark on a journey of discovery and transformation.