Specific areas of the brain for mathematics development and learning in secondary education
DOI:
https://doi.org/10.33595/2226-1478.16.2.1306Keywords:
Neuroscience, mathematical learning, emotional regulation, cognition, metacognitionAbstract
Neuroscience has transformed the understanding of learning, integrating disciplines such as cognitive psychology and education, allowing the optimisation of pedagogical strategies in complex areas such as mathematics. Brodmann areas play an essential role in cognitive processes such as working memory, emotional regulation and planning, which are fundamental for mathematical learning. The aim of the research was to analyse the specific areas of the brain that are activated during mathematics learning, and how these areas contribute to different cognitive processes necessary for the mastery of this discipline. The research approach was quantitative, descriptive and correlational. A sample of 188 students aged between 15 and 18 years was established. A structured questionnaire was applied to measure the influence of brain areas, pedagogical resources and emotional impact on mathematical performance. The data were analysed using descriptive and correlational statistics, whereby a significant correlation was identified between brain areas and pedagogical resources (r = 0.632, p < 0.01), highlighting the role of pedagogical strategies in the stimulation of cognitive functions. However, the moderate correlation between brain areas and emotional and cognitive impact (r = 0.210, p < 0.01) reflects an opportunity to strengthen these capacities. In conclusion, the importance of integrating neuroscience-based pedagogical tools to enhance mathematical learning is highlighted.
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