In a study of Bavarian fifth through tenth grade students conducted by UCLA psychology researcher Kou Muruyama, results tended to show that those who were motivated to learn math and used deep learning strategies (as opposed to rote memorization) performed better over time than those students with higher IQ's. The study, recently published in the journal Child Development, also noted that "forced" study was ineffective, as compared with making math studies relevant. Scientific American "Like Math?"
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