PROMOTING MATHEMATICAL LEARNING: STRATEGIES BASED ON NEUROEDUCATION TO OPTIMIZE COGNITIVE DEVELOPMENT
DOI:
https://doi.org/10.56219/lneaimaginaria.v1i20.3691Keywords:
learning, brain, teaching, mathematics, neuro-education, neurosciencesAbstract
Historically, human beings have set out to understand the nature of knowledge and how it manifests itself in the human mind; However, during most of this journey of philosophical and later psychological exploration, the evidence obtained had not achieved the degree of precision and reliability that the procedures for measuring the brain activity of human beings have during the 21st century; These possibilities gave rise to the field of neuroscience, with which it has finally been possible to begin to understand the enormous complexity of the structure of the brain and the processes that take place in it. The findings of this discipline have led to advances in fields such as medicine, allowing the study of neurodegenerative diseases and even in advertising and product development. Companies take advantage of cognitive biases and natural human impulses to reinforce behaviors and encourage consumption; However, the field in which the greatest contributions have been obtained is that of education, to the point that a new interdiscipline known as neuroeducation has been created, which is based on postulates about pedagogy, psychology and neuroscience, to describe the way in which that knowledge can develop in the brain and how to stimulate its manifestation. Faced with this panorama, it is considered pertinent to explore pedagogical tools, teaching strategies and techniques based on neuro-educational findings, with which it is possible to promote the achievement of significant learning in students. It is necessary to understand the factors and principles that impact the teaching and learning processes in the area of mathematics and that make the training of educators in innovative topics such as neuro-education so important.
Downloads
References
Ashcraft, M., & Krause, J. (2007). Working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 136(2), 217-237. https://doi.org/https://doi.org/10.1037/0096-3445.136.2.217 DOI: https://doi.org/10.1037/0096-3445.136.2.217
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Béjar, M. (2020). Neuroeducación. Padres y Maestros. Journal of Parents and Teachers(355), 49-53. DOI: https://doi.org/10.14422/pym.v0i355.2622
Blakemore, S., & Frith, U. (2005). The anatomy of mentalizing. Cognitive Neuroscience, 7(4), 1005-1010. https://doi.org/https://doi.org/10.1093/cercor/bhi132 DOI: https://doi.org/10.1093/cercor/bhi132
Bowers, J. (2016). The practical and principled problems with educational neuroscience. Psychological Review, 123(5), 600-612. https://doi.org/https://doi.org/10.1037/rev0000025 DOI: https://doi.org/10.1037/rev0000025
Bunge, S., Kahn, I., & Wallis, J. (2006). The role of the prefrontal cortex in working memory and executive function. Nature Reviews Neuroscience, 7(5), 499-510. https://doi.org/https://doi.org/10.1038/nrn1903 DOI: https://doi.org/10.1038/nrn1903
Codina, M. (2014). Neuroeducación en virtudes cordiales. Universidad de Valencia.
Dewey, J. (1995). Democracia y educación: una introducción a la filosofía de la educación. Morata.
Díaz, G. (2015). ¿Qué es la Psicología? . Revista Intercontinental de Psicología y Educación, 8(1), 111–142.
Domínguez, M. (2019). Neuroeducación: elemento para potenciar el aprendizaje en las aulas del siglo XXI. Educación y Ciencia, 8(52), 66-76.
Eccles, J., & Wigfield, A. (2002). Motivation in education: Theory, research, and applications. Academic Press.
Ericsson, K., Krampe, R., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition and maintenance of expert performance. Psychological Review, 100(3), 363-406. https://doi.org/https://doi.org/10.1037/0033-295X.100.3.363 DOI: https://doi.org/10.1037//0033-295X.100.3.363
Formosinho, M., Reis, C., & De Jesús, P. (2013). Educational sciences: towards a theoretical rebirth beyond reductionisms. Teoría de la Educación. Revista Interuniversitaria, 25(1), 47-62. https://doi.org/https://doi.org/10.14201/11149 DOI: https://doi.org/10.14201/11149
Freire, P. (2004). Pedagogía de la autonomía. Sao Paulo: Paz e Terra SA.
Gallo, K. (2019). ¿Ha cambiado la enseñanza de las matemáticas en los últimos años? . UTPL: https://noticias.utpl.edu.ec/ha-cambiado-la-ensenanza-de-las-matematicas-en-los-ultimos-anos
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
González, S., & Pons, R. (2011). El constructivismo hoy: Enfoques constructivistas en educación. Revista Redie, 13(1), 1-27.
Janati, A., Alami, M., Lamkaddem, A., & Souirti, Z. (2020). Brain knowledge and predictors of neuromyths among teachers in Morocco. Trends in Neuroscience and Education, 20. https://doi.org/https://www.sciencedirect.com/science/article/abs/pii/S2211949320300119?via%3Dihub DOI: https://doi.org/10.1016/j.tine.2020.100135
Meza, A. (2014). Estrategias de aprendizaje, definiciones, clasificaciones e instrumentos de medición. Propósitos y Representaciones, 1(2), 193–214. DOI: https://doi.org/10.20511/pyr2013.v1n2.48
Meza, L., & Moya, M. (2020). TIC y neuroeducación como recurso de innovación en el proceso de enseñanza y aprendizaje. ReHuSo: Revista de Ciencias Humanísticas y Sociales, 5(2), 85-96. https://doi.org/https://core.ac.uk/download/pdf/322579696.pdf DOI: https://doi.org/10.33936/rehuso.v5i2.2397
Mora, F. (2021). Neuroeducación. Sólo se puede aprender aquello que se ama. Madrid: Alianza.
Pardo, F. (2015). Conclusiones. En J. J. A. Forés, Neuromitos en educación. Barcelona: Plataforma Actual.
Puigbo, J. (2020). ¿Qué es la metacognición? Ejemplos y estrategias. Psicología-Online: https://www.psicologia-online.com/que-es-la-metacognicion-ejemplos-y-estrategias-4267.html
Pulvermüller, F. (2013). Neurocognitive mechanisms of language and language impairment. Journal of Neurolinguistics, 26(4), 165-187.
Ramos, J., & Rhea, B. (2017). La pedagogía como ciencia para el tratamiento de los contenidos generales del proceso educativo y la formación de valores. Perfiles Educativos, 5–21. DOI: https://doi.org/10.4067/S0718-50062017000600009
Rivera, A. (2013). Estrategias cognitivas del aprendizaje. Universidad Internacional del Ecuador.
Schoenfeld, A. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. En I. D. Grouws, Handbook of research on mathematics teaching and learning (págs. 334-370). Macmillan Publishing.
Schunk, D. (2008). Learning theories: An educational perspective. Pearson Education.
Sibaja, J. (2018). Diversas formas de navegar el mundo: el aprendizaje en tiempos de la neurociencia. Revista Conexiones: una experiencia más allá del aula , 68-76.
Siles, M. (2020). Propuesta de un programa basado en Neuroeducación en el aula de infantil. Murcía: Universidad Católica de Murcía. https://repositorio.ucam.edu/bitstream/handle/10952/4461/TFG%20Mar%C3%ADa%20Siles.pdf?sequence=1&isAllowed=y
Sternberg, R. (1999). The theory of successful intelligence. Review of General Psychology, 3(4), 292-316. https://doi.org/https://doi.org/10.1037/1089-2680.3.4.292 DOI: https://doi.org/10.1037//1089-2680.3.4.292
Tacca, D. (2019). Estrategias neuroeducativas, satisfacción y rendimiento académico. Propósitos y Representaciones, 1-20.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wolfe, P. (2017). Brain-compatible learning: Fad or foundation? . School Administrator, 63(11), 10-15.
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://doi.org/https://doi.org/10.1111/j.1469-7610.1976.tb00381.x DOI: https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 LÍNEA IMAGINARIA
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
La revista Línea Imaginaria conserva los derechos patrimoniales (copyright) de las obras publicadas, que favorece y permite la reutilización de los mismos bajo la licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 , por lo cual se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que se cite la autoría y fuente original de su publicación (revista, editorial, URL y DOI de la obra), no se usen para fines comerciales u onerosos y se mencione la existencia y especificaciones de esta licencia de uso. Si remezcla, transforma o crea a partir del material, debe distribuir su contribución bajo la misma licencia del original.
+58 412 6844605
