A twin-case study of developmental number sense impairment

The neuroscience basis and educational interventions of mathematical cognitive impairment and anxiety: a systematic literature review

Introduction

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.

Methods

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.

Results

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.

Discussion

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.

Conclusion

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.

Probing the architecture of visual number sense with parietal tRNS

Theoretical accounts of the visual number sense (VNS), i.e., an ability to discriminate approximate numerosities, remain controversial. A proposal that the VNS represents a process of numerosity extraction, leading to an abstract number representation in the brain, has been challenged by the view that the VNS is non-numerical in its essence and amounts to a weighted integration of continuous magnitude features that typically change with numerosity. In the present study, using two-alternative forced-choice paradigm, we aimed to distinguish between these proposals by probing brain areas implicated in the VNS with transcranial random noise stimulation (tRNS). We generated predictions for the stimulation-related changes in behavioural performance which would be compatible with alternative mechanisms proposed for the VNS. First, we investigated whether the superior parietal (SP) area hosts a numerosity code or whether its function is to modulate weighting of continuous stimulus features. We predicted that stimulation may affect the VNS precision if the SP role is representational, and that it may affect decision threshold if its role is modulatory. Second, we investigated whether the intraparietal (IP) area hosts a numerosity code independently of codes for continuous stimulus features, or whether their representations overlap. If the numerosity code is independent, we predicted that IP stimulation may improve the VNS but not continuous magnitude judgements. Our results were consistent with the hypotheses of a modulatory role of the SP and of the independence of the numerosity code in the IP, whereby suggesting that VNS is an emergent abstract property based on continuous magnitude statistics.

Mathematics, anxiety, and the brain

Given that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.

Performance of young children on ''traveling salesperson'' navigation tasks presented on a touch screen

Background

The traveling salesperson problem (TSP) refers to a task in which one finds the shortest path when traveling through multiple spatially distributed points. Little is known about the developmental course of the strategies used to solve TSPs. The present study examined young children's performance and route selection strategies in one-way TSPs using a city-block metric. A touch screen-based navigation task was applied.

Methodology/Principal Findings

Children (39–70 months) and adults (21–35 years) made serial responses on a touch screen to move a picture of a dog (the target) to two or three identical pictures of a bone (the goals). For all the versions of the tasks, significant improvement in measures of performance was observed from younger to older participants. In TSPs in which a specific route selection strategy such as the nearest-neighbor strategy minimized the total traveling distance, older participants used that strategy more frequently than younger ones. By contrast, in TSPs in which multiple strategies equally led to the minimal traveling distance, children tended to use strategies different from those used by adults, such as traveling straight to the farthest goal first.

Conclusions/Significance

The results primarily suggest development of efficient route selection strategies that can optimize total numbers of movements and/or solution time. Unlike adults, children sometimes prioritized other strategies such as traveling straight ahead until being forced to change directions. This may reflect the fact that children were either less attentive to the task or less efficient at perceiving the overall shape of the problem and/or the relative distance from the starting location to each goal.