Bridging cognitive neuroscience and education: Insights from EEG recording during mathematical proof evaluation

IF 3.4 Q2 NEUROSCIENCES
Venera Gashaj , Dragan Trninić , Cléa Formaz , Samuel Tobler , Juan Sebastián Gómez‑Cañón , Hanna Poikonen , Manu Kapur
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Abstract

Background

Much of modern mathematics education prioritizes symbolic formalism even at the expense of non-symbolic intuition, we contextualize our study in the ongoing debates on the balance between symbolic and non-symbolic reasoning. We explore the dissociation of oscillatory dynamics between algebraic (symbolic) and geometric (non-symbolic) processing in advanced mathematical reasoning during a naturalistic design.

Method

Employing mobile EEG technology, we investigated students' beta and gamma wave patterns over frontal and parietal regions while they engaged with mathematical demonstrations in symbolic and non-symbolic formats within a tutor-student framework. We used extended, naturalistic stimuli to approximate an authentic educational setting.

Conclusion

Our findings reveal nuanced distinctions in neural processing, particularly in terms of gamma waves and activity in parietal regions. Furthermore, no clear overall format preference emerged from the neuroscientific perspective despite students rating symbolic demonstrations higher for understanding and familiarity.

连接认知神经科学与教育:数学证明评估过程中的脑电图记录带来的启示
背景现代数学教育大多将符号形式主义放在首位,甚至以牺牲非符号直觉为代价,我们将我们的研究与正在进行的关于符号推理和非符号推理之间平衡的辩论联系起来。我们采用移动脑电图技术,调查了学生在辅导员-学生框架内参与符号和非符号形式的数学演示时,额叶和顶叶区域的β和γ波模式。我们使用了扩展的自然主义刺激,以接近真实的教育环境。此外,尽管学生对符号演示的理解和熟悉程度评价较高,但从神经科学的角度来看,他们并没有出现明显的总体形式偏好。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.30
自引率
6.10%
发文量
22
审稿时长
65 days
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