Yu Hao
Faculty of Education, Shaanxi Normal University, Xi'an, Shaanxi, China.
Front Psychol. 2023 Nov 30;14:1282957. doi: 10.3389/fpsyg.2023.1282957. eCollection 2023.
Mathematics is a fundamental subject with significant implications in education and neuroscience. Understanding the cognitive processes underlying mathematical cognition is crucial for enhancing educational practices. However, mathematical cognitive impairment and anxiety significantly hinder learning and application in this field. This systematic literature review aims to investigate the neuroscience basis and effective educational interventions for these challenges.
The review involved a comprehensive screening of 62 research articles that meet the ESSA evidence levels from multiple databases. The selection criteria focused on studies employing various methodologies, including behavioral experiments and neuroimaging techniques, to explore the neuroscience underpinnings and educational interventions related to mathematical cognitive impairment and anxiety.
The review identified key themes and insights into the neuroscience basis of mathematical cognitive impairment and anxiety. It also examined their impact on educational practices, highlighting the interplay between cognitive processes and educational outcomes. The analysis of these studies revealed significant findings on how these impairments and anxieties manifest and can be addressed in educational settings.
The review critically analyzes the shortcomings of existing research, noting gaps and limitations in current understanding and methodologies. It emphasizes the need for more comprehensive and diverse studies to better understand these phenomena. The discussion also suggests new directions and potential improvement strategies for future research, aiming to contribute to more effective educational interventions and enhanced learning experiences in mathematics.
This systematic review provides valuable insights into the neuroscience basis of mathematical cognitive impairment and anxiety, offering a foundation for developing more effective educational strategies. It underscores the importance of continued research in this area to improve educational outcomes and support learners facing these challenges.
数学是一门基础学科，在教育和神经科学领域具有重要意义。理解数学认知背后的认知过程对于改进教育实践至关重要。然而，数学认知障碍和焦虑严重阻碍了该领域的学习和应用。本系统文献综述旨在探究应对这些挑战的神经科学基础和有效的教育干预措施。
该综述全面筛选了来自多个数据库的62篇符合教育科学系统联合会（ESSA）证据水平的研究文章。选择标准侧重于采用各种方法的研究，包括行为实验和神经成像技术，以探索与数学认知障碍和焦虑相关的神经科学基础及教育干预措施。
该综述确定了有关数学认知障碍和焦虑的神经科学基础的关键主题和见解。它还研究了它们对教育实践的影响，突出了认知过程与教育成果之间的相互作用。对这些研究的分析揭示了关于这些障碍和焦虑如何表现以及在教育环境中如何应对的重要发现。
该综述批判性地分析了现有研究的不足之处，指出了当前理解和方法中的差距与局限性。它强调需要进行更全面、多样的研究，以更好地理解这些现象。讨论还为未来研究提出了新方向和潜在的改进策略，旨在为更有效的教育干预措施和增强数学学习体验做出贡献。
本系统综述为数学认知障碍和焦虑的神经科学基础提供了有价值的见解，为制定更有效的教育策略奠定了基础。它强调了在该领域持续研究对于改善教育成果和支持面临这些挑战的学习者的重要性。
