Cerebro, números y educación

Abstract

In this paper we address the valuable contribution from Cognitive Neuroscience toward Mathematics Education. Particularly, we analyze first here the neural basis underlying number sense, and second, the difference between rote arithmetic and the calculus requiring understanding numbers as quantities. The study of the brain contributes to understanding some mathematic learning deficits emerging in our classrooms. We propose here a potential link between some impulsive answers and a developmental frontal lobe immaturity. Even though some hypothesis are very speculative, we refer here to the potential relationship between talent for mathematics and some specific physiological characteristics. Finally we mention some experimental results in Cognitive Psychology showing the interest of specific mathematical intuition training in Elementary and Secondary School.