Chapter

Can teachers count on mathematical neurosciences?

Xavier Seron

in Neuroscience in Education

Published in print April 2012 | ISBN: 9780199600496
Published online May 2012 | e-ISBN: 9780191739187 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780199600496.003.0032
Can teachers count on mathematical neurosciences?

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This chapter focuses on the potential impact of neuroscience on educational practices. It first presents some essential details of cognitive neuroscience research on arithmetic, highlighting its achievements and those areas which remain under discussion. Cognitive and neuroscience studies show that neuroscientists have made considerable progress in the domain of numerical cognition. They have identified some of the critical cerebral structures involved in processing concrete numerosities, symbolic numbers, and arithmetic; produced a body of research exploring the functional significance of these brain areas; and collected data about the changes that occur in them during the learning of symbolic numbers and arithmetic in children and in young adults. The chapter considers the impact of this impressive body of research, which is still ongoing, for education. To examine this question it distinguishes three different aspects: the multiple parietal network functions, development and learning studies, and developmental dyscalculia.

Keywords: neuroscience; educational practice; numerical recognition; multiple parietal network functions; development and learning studies; developmental dyscalculia

Chapter.  16083 words.  Illustrated.

Subjects: Neuroscience

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