Brain research indicates that fun is more than just helpful to learning but, by many reports, required for authentic learning and long-term memory.

Neurologist and educator Judy Willis’ book, Research-Based Strategies to Ignite Student Learning, highlights the learning benefits of fun.

The highest-level executive thinking, making of connections, and “aha” moments are more likely to occur in an atmosphere of “exuberant discovery,” where students of all ages retain that kindergarten enthusiasm of embracing each day with the joy of learning. (Kohn, 2004)

Scientific Research in the field of educational neuroscience shows many techniques that increase academic performance:

• Multi-sensory techniques
•  Relevance/Real World Use
• Novelty/Attention getting techniques
• Praise effort
• Positivity

Dr. Sousa shares these techniques and many more in his book, How the Brain Learns. Fun Wise® Math encourages increased academic performance synergizing many of these techniques.

Brain research shows that exercise releases brain derived neurotropic factors, which has a profound impact on academic performance and learning, especially in children. According to Dr. Ratey,”BDNF acts like Miracle-Gro for the brain.”

In his book, Dr. Ratey cites many case studies including the Naperville, Illinois, public school district. In Naperville, a district that places heavy emphasis on sustained, moderate intensity exercise and smart nutrition, students outperformed the rest of the country in standardized testing.

First Grade Number System Knowledge Predicts Seventh Grade Functional Numeracy. A substantial number of adults have not mastered the mathematics expected of an eighth grader (22% in the U.S.), making them functionally innumerate. They are not qualified for many jobs in today’s economy and have difficulty with now routine quantitative tasks. Geary DC, Hoard MK, Nugent L, Bailey DH (2013)

Childhood Obesity Affects Math Performance 

“The findings illustrate the complex relationships among children’s weight, social and emotional well-being, academics and time,” said Sara Gable, associate professor in the MU Department of Nutrition and Exercise Physiology, who led the study. Source: Gable, S., Krull, J. L. and Chang, Y. (2012), Boys’ and Girls’ Weight Status and Math Performance from Kindergarten Entry Through Fifth Grade: A Mediated Analysis. Child Development. doi: 10.1111/j.1467-8624.2012.01