id: 06604894
dt: j
an: 2016e.00251
au: Verschaffel, Lieven; Lehtinen, Erno; Van Dooren, Wim
ti: Neuroscientific studies of mathematical thinking and learning: a critical
look from a mathematics education viewpoint.
so: ZDM, Math. Educ. 48, No. 3, 385-391 (2016).
py: 2016
pu: Springer, Berlin/Heidelberg
la: EN
cc: C80 C30
ut: neuroscience; numerical magnitude; representation; arithmetic; advanced
mathematical thinking
ci:
li: doi:10.1007/s11858-016-0781-0
ab: Summary: In this commentary we take a critical look at the various studies
being reported in this issue about the relationship between cognitive
neuroscience and mathematics, from a mathematics education viewpoint.
After a discussion of the individual contributions, which we have
grouped into three categories ‒ namely neuroscientific studies of (a)
children’s numerical magnitude representation, (b) arithmetical
thinking, and (c) more advanced mathematical thinking ‒ and which
nicely document the scientific progression being made within the domain
of educational neuroscience applied to the domain of mathematics
education during the last 5 years, we point to some general caveats
that should be considered in future research.
rv: