Humanities
  • ISSN: 2155-7993
  • Journal of Modern Education Review

Neurolinguistics Programming (NLP) in the Teaching of Mathematics to
Improve Teaching Quality

Salvador Vidal Raméntol
(Universidad Internacional de Catalunya, UIC. Barcelona, Spain)

Abstract: At the 37th session of the General Conference, the United Nations Educational, Scientific and Cultural Organization (UNESCO) gave nine medium-term strategic objectives to carry out from 2014 to 2021. In the first strategic objective it states, “Support the Member States in the development of educational systems that promote lifelong learning for all, high quality and inclusivity”. In the second strategic objective it states, “Empower learners to be creative and responsible global citizens”. During the 2014–2021 periods, UNESCO’s will dedicate greater effort towards improving the quality of education, learning objectives and results in its education program. Taking into account the UNESCO objectives, we introduce in our mathematics didactics classes some strategies of Neurolinguistic Programming (NLP) in order to improve communication, especially non-verbal communication, in a classroom of many different learners. In doing so, we ask our students to identify with how they learn best, whether visually, auditorily, or through kinesthetics. The 29th strategic objective states: UNESCO will respond to the need to improve the quality of education and learning by focusing on the following essential areas: It will address the severe shortage of qualified teachers in many countries by supporting the professional development of teachers through capacity building, using teacher training facilities and the dissemination of innovative teaching practices that improve the effectiveness of teaching staff. The 34th objective continues: This will be achieved by helping Member States ensure that teaching content, environments, practices and processes foster the development of relevant skills required to respond to local and global challenges, such as critical reflection, creativity, understanding the ethical dimensions of human development, and being an active and responsible citizen. Taking into account these considerations in our mathematics education classes, we introduce some ideas of Neurolinguistic Programming (NLP) to improve communication, especially non-verbal communication, and we ask our students about how they learn best, as either visual, auditory, or kinesthetic learners. We give them an assessment to determine their learning type, and from their results we incorporate strategies and resources that could be used to improve our teaching in our math classes. We incorporate NLP by introducing Group Dynamics in a different way. Recreational math is also a fundamental piece, first the teacher shows the students what is intended by the assignment. Then the students, throughout the course, develop a mathematical activity which the rest of the class must participate in. This encourages positive emotions toward mathematics through laughter, surprise, and fun. Studies in the field of Neuroscience show that, “The brain stores any learning that has an emotional component better which then allows it to be used more effectively” (Bueno D., 2017) With this experience we intend for our students to gain mathematical competence and communication skills which improve their own teaching abilities.
Key words: neurolinguistic programming (NLP), mathematical didactics, group dynamics, UNESCO





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