Evolution of Brainpage Theory: Unleashing the Potential of Knowledge Transfer

The process of knowledge transfer has always been a central aspect of education. However, traditional classroom approaches often fell short in effectively enabling students to grasp and retain information. This realization prompted a journey of observation, analysis and innovation, leading to the evolution of Brainpage Theory. Initially, it was inspired by the challenges faced in a math classroom,

Brainpage Theory has emerged as a groundbreaking framework for optimizing knowledge transfer and empowering students to become active participants in their learning journey. In this comprehensive article, we explore the evolution of Brainpage Theory, its key dimensions, and the transformative impact it has had on education.

Knowledge Transfer in Mathematics

Everything is given in the source book of knowledge transfer and students should know how to apply the dimensions of learning circuits of brain to develop smart brainpage in specific courses.

Mathematics becomes an easy subject in the brainpage theory of learnography. Students will have to apply the learning dimensions of brain circuits to make brainpage modules from the chapters of mathematics.

It’s easy like how to practice and know the bicycle riding on pre-defined learning pathways. In fact, mathematics becomes difficult in cognitive teaching but the application of motor science makes it simple and comfortable in learning process.

Birth of Brainpage Theory in Maths Classroom

Students should be trained as small teachers in the learning dimensions of mathematics which is considered as the root of all subjects. This is the science of intuitive numbers and calculating shapes that deals with the pattern, definition and function of knowledgeable segments.

This is also the technology of objects, blocks and modules to apply in the advancement of electronics, computer science and other fields of engineering and medical science. The teacher does nothing in the classroom but students will do everything to launch book to brain knowledge transfer in brainpage making process.

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

Brainpage theory is not hypothesis, but the reality of knowledge transfer. About more than 20 years ago, the word ‘brainpage’ was originated in the classroom of mathematics, especially from worked out examples.

All types of learning transfer are ultimately transformed into the motor knowledge of brain mechanism through cerebellar basal ganglia circuitry. This is known as the motor science of knowledge transfer.

Dimension is the language of physics, so the dimensions of knowledge transfer are described in the motor science of human brain by the laws of physics such as the mechanics of statics and dynamics.

All the students of a classroom have biologically similar human brains to process the learning circuits of knowledge transfer in the anatomical, functional and structural aspects of brain regions. Teaching is not necessary, but students will conduct book to brain learning transfer by applying the learning dimensions of brainpage theory and human learnography.

Problem Solving Classroom

The 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 high class teaching is performed in the classroom, students always depend on the maths teacher to solve exercise tasks in the chapters of mathematics. Students are focused in classroom performance but they achieve nothing to apply in the problem solving activities of mathematics.

Many years ago, one maths teacher showed me the problems of 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 the 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 lack 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. The student replied, “What’s that?” I illustrated sourcepage, brainpage and zeidpage by describing the current of zeids, the flow of zeidstream and learning drives.

Evolution of Brainpage Theory

I told the hostel student to finish the brainpage of all worked out examples by 11.00 am and report to me in the office. The student arrived with sourcepage, brainpage and zeidpage but there were three significant problems in my observation. He was facing writing problem, reading problem and understanding problem. But he did hard work and brainpage was modulated with proper segments.

In the beginning, he was able to solve only 50% of the exercise tasks with the improvement in writing and reading. After three months, he started solving himself the 80% maths tasks of exercise page. Now he is working as an engineer and earning good money for his livelihood. A few years ago, his father died but he improved the financial position of his family. He is working, earning and living happily with his family and children. One dimension of the brainpage theory changed the course of his life.

It was a good finding for the maths teacher. So, I suggested him to engage the students in the brainpage making process of worked out examples and finish completely in the classroom by stopping teaching performance. Sometimes, blackboard was used to prove formulas, describe theories and write the clues for the solution of difficult tasks.

Students started the solving of 50% tasks themselves. Some kids solved almost 80% of the tasks themselves given in the exercise page. The teacher became moderator to help in brainpage making process and the environment of learning development (ELD) changed accordingly with the high performance of knowledge transfer.

Fear Factors in School System

Once I asked one of the students a simple question while I was observing maths classroom. I said, “Go to the blackboard and solve this question for me.” He was standing but silent in action. There was fear and anxieties on his face reflection. His lips were dry and white. The face became pale and his body was shaking with fear.

It was unpleasant situation for me that a question could affect brain circuits so hardly. I replied, “Don’t worry! I will solve this question on the blackboard for you.” He smiled and looked happy on his desk. I solved the problem but I couldn’t forget the impacts of fear factor.

It’s true that questions are asked in the exams to test the learning quality of students. The result of exams is used to evaluate the working standard of teachers. The set of questions decides the stake of high performing institution in the community. Therefore, the querying matrix of questions is key factor for the flow of knowledge transfer in whole school ecosystem.

Learning from Examples

In the teaching system of education, the teacher has to solve the 80% problems of maths chapter in the classroom. After making the brainpage of worked out examples, students solve almost 80% tasks of maths chapter themselves.

The brainpage of worked out examples helped students in the problem solving activities of maths chapter, but success was 60% to 80%. So, 20% to 40% of knowledge transfer was not complete and the teacher solved these remaining problems in the classroom.

In the beginning, the brainpage of example worked out was called segment solver. Later it was renamed block solver, defined as the third dimension of knowledge transfer. Worked out example is segmented in brainpage making process. Whole knowledge is broken into segments or blocks, suitable for the cyclozeid processing of brainpage modules.

Dimensions of Knowledge Transfer

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).

Brainpage theory is not hypothesis but the reality of classroom learning transfer. The dimensions of knowledge transfer have been evolved from the brainpage development of worked out examples in the classroom of mathematics. Block solver launches the breaking process of knowledge transfer known as differential learnography.

In classroom, 100% of the knowledge transfer from maths chapter was not secured only by the application of block solver. There might be other possible options or dimensions to finish the remaining knowledge transfer of maths chapter.

Here, the phrase ‘dimensions of knowledge transfer’ came in my imagination and I remembered the question fear of maths classroom and the flow of knowledge transfer in school ecosystem. Exercise page is also formed by the set of questions and the matrix of subject matter is hidden in the questions to write exact answers by using predefined pathways and limits.

The brainpage of object definition helped in understanding the knowledge matrix of questions, so definition spectrum was declared as the first dimension of learning transfer. In this way, the function matrix of queries became the second dimension of knowledge transfer.

Students should know the querying matrix of knowledge that is hidden in the questions before they start writing the solution of maths task.

Thus, 1st, 2nd and 3rd dimensions were discovered at the end of 20th century, but other dimensions such as 4th, 5th, 6th and 7th dimensions of knowledge transfer were completed in the beginning of 21st century. I loved physics, but studied biology and discovered the dimensions of knowledge transfer in mathematics.

Impact of Brainpage Theory

As the development of Brainpage Theory progressed, the concept of dimensions in knowledge transfer emerged. The first dimension, termed the "Definition Spectrum", emphasized the importance of understanding the definitions and concepts that underpin a particular subject. The second dimension, known as the "Function Matrix of Queries", highlighted the significance of comprehending the patterns and structures of questions, enabling students to navigate and solve problems effectively.

Further advancements led to the identification of additional dimensions, including the third dimension called "Block Solver". This dimension emphasized the necessity of breaking down complex problems into smaller, manageable components to enhance understanding and problem-solving skills. Subsequently, the fourth, fifth, sixth, and seventh dimensions were unveiled, contributing to a comprehensive framework for knowledge transfer in the classroom.

Brainpage Theory revolutionized the traditional classroom dynamic by shifting the focus from passive listening to active engagement and independent learning. The theory highlighted the critical role of students as active participants in the knowledge transfer process, with teachers assuming the role of facilitators and guides. This student-centric approach fostered autonomy, critical thinking and problem-solving skills, ultimately empowering students to take ownership of their learning and knowledge transfer.

Benefits of Brainpage Theory

The evolution of Brainpage Theory has been a transformative journey in the realm of education. From its humble beginnings in a math classroom to a comprehensive framework for knowledge transfer, Brainpage Theory has redefined the role of students as active learners and empowered them to excel in their educational pursuits.

By focusing on dimensions such as definition understanding, problem-solving, and structured learning, Brainpage Theory has paved the way for a more engaging, effective, and student-centric approach to education. As we embrace the future, the continued development and application of Brainpage Theory hold immense promise for unlocking the full potential of knowledge transfer and shaping the minds of the next generation.

Research Resources

• Traditional classroom approaches in education system
• Birth of Brainpage Theory: Observations from a Math Classroom
• Genesis and Development of Brainpage Theory
• Necessity of brain learning dimensions in the process of knowledge transfer
• Brainpage of worked out examples helping in maths problem solving activities
• Teachers solving most of the maths problems in the classroom
• Math questions activating the fear centers of student’s brain

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