Simone Cristina da Costa Tavares
Telecommunications Engineer, Degree in Mathematics, Specialist in
Teaching in Higher Education, Master in Electrical Engineering in the area of
Telecommunications, Doctoral student in Electrical Engineering in the area of
Telecommunications at the Federal University of Pará. sim0ne_tavares @yahoo.com.br
Jesiane Calderaro Costa Vale
Psychologist, Neuropsychologist, Specialist in Mental Health, Specialist
in Hospital Psychology, Master in Clinical and Social Psychology, PhD in Social
History, Researcher at the Military GP, Politics and Borders in the Amazon -
UFPA/CNPQ. jesianecalderaro@gmail.com
Abstract: This article aims to present theoretical approaches
between neuroscience and mathematical learning. It is a bibliographical study,
in which we weave theoretical discussions about motivation and the opportune
time for student learning, according to their cognitive development. The choice
of the subject in question was motivated by the desire to help teachers and
students to have a pleasant experience in teaching the aforementioned science
(mathematics) by demystifying it as a discipline that is difficult to
understand, complex, and as the main cause of school failure . Historically,
many students have not been able to assimilate the content of mathematics and
feel “incompetent” to absorb the subject, precisely because of this, its
importance is defended, as an elementary science in all human existence; even
the uneducated individual makes use of elements appropriate to mathematics in
his daily life. We therefore believe, based on the theoretical references
studied, in the dialogue between neurosciences and mathematics, to provide the
improvement of teaching and learning.
Keywords: Mathematics, Neurosciences, Cognitive development, Teaching, Learning.
Reviewed by Current Scientific Journal
on
março 07, 2023
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