Mathematics Meets Science in the Brain

Verbalized arithmetic principles correlate with mathematics achievement

BACKGROUND

When mathematical knowledge is expressed in general language, it is called verbalized mathematics. Previous studies on verbalized mathematics typically paid attention to mathematical vocabulary or educational practice. However, these studies did not exclude the role of symbolic mathematics ability, and almost no research has focused on verbalized mathematical principles.

AIMS

This study is aimed to investigate whether verbalized mathematics ability independently predicts mathematics achievement. The current study hypothesized that verbalized mathematics ability supports mathematics achievement independent of general language, related cognitive abilities and even symbolic mathematical ability.

SAMPLE

A sample of 241 undergraduates (136 males, 105 females, mean age = 21.95, SD = 2.38) in Beijing, China.

METHODS

A total of 12 tests were used, including a verbalized arithmetic principle test, a mathematics achievement test, and tests on general language (sentence completion test), symbolic mathematical ability (including symbolic arithmetic principles test, simple arithmetic computation and complex arithmetic computation), approximate number sense ability (numerosity comparison test) and several related cognitive covariates (including the non-verbal matrix reasoning, the syllogism reasoning, mental rotation, figure matching and choice reaction time).

RESULTS

Results showed that the processing of verbalized arithmetic principles displayed a significant role in mathematics achievement after controlling for general language, related cognitive abilities, approximate number sense ability and symbolic mathematics ability.

CONCLUSIONS

The results suggest that verbalized mathematics ability was an independent predictor and provided empirical evidence supporting the verbalized mathematics role on achievement as an independent component in three-component mathematics model.

Math on cortex-enhanced delta phase synchrony in math experts during long and complex math demonstrations

Neural oscillations are important for working memory and reasoning and they are modulated during cognitively challenging tasks, like mathematics. Previous work has examined local cortical synchrony on theta (4-8 Hz) and alpha (8-13 Hz) bands over frontal and parietal electrodes during short mathematical tasks when sitting. However, it is unknown whether processing of long and complex math stimuli evokes inter-regional functional connectivity. We recorded cortical activity with EEG while math experts and novices watched long (13-68 seconds) and complex (bachelor-level) math demonstrations when sitting and standing. Fronto-parietal connectivity over the left hemisphere was stronger in math experts than novices reflected by enhanced delta (0.5-4 Hz) phase synchrony in experts. Processing of complex math tasks when standing extended the difference to right hemisphere, suggesting that other cognitive processes, such as maintenance of body balance when standing, may interfere with novice's internal concentration required during complex math tasks more than in experts. There were no groups differences in phase synchrony over theta or alpha frequencies. These results suggest that low-frequency oscillations modulate inter-regional connectivity during long and complex mathematical cognition and demonstrate one way in which the brain functions of math experts differ from those of novices: through enhanced fronto-parietal functional connectivity.

High-definition transcranial direct current stimulation (HD-tDCS) of the left middle temporal gyrus (LMTG) improves mathematical reasoning

The role of the visuospatial network in mathematical processing has been established, but the role of the semantic neural network in mathematical processing is still poorly understood. The current study used high-definition transcranial direct current stimulation (HD-tDCS) to examine whether the semantic network supports mathematical processing. Using a single-blind, randomized, sham-controlled experimental design, 48 participants were randomly assigned to receive either anodal or sham HD-tDCS on the left middle temporal gyrus (LMTG), a core region of the semantic network. A number series completion task was used to measure mathematical reasoning and an arithmetical computation task was used as a control condition. Both tasks were administered before and after the 20 min HD-tDCS. The results showed that anodal HD-tDCS on the LMTG enhanced performance on the number series completion task, but not on the arithmetical computation task. Trial-level analysis further showed greater improvement at the more difficult problems of the number series completion task. These results demonstrate that the semantic network plays an important role in mathematical processing.

Inter-brain coupling reflects disciplinary differences in real-world classroom learning

The classroom is the primary site for learning. A vital feature of classroom learning is the division of educational content into various disciplines. While disciplinary differences could substantially influence the learning process toward success, little is known about the neural mechanism underlying successful disciplinary learning. In the present study, wearable EEG devices were used to record a group of high school students during their classes of a soft (Chinese) and a hard (Math) discipline throughout one semester. Inter-brain coupling analysis was conducted to characterize students' classroom learning process. The students with higher scores in the Math final exam were found to have stronger inter-brain couplings to the class (i.e., all the other classmates), whereas the students with higher scores in Chinese were found to have stronger inter-brain couplings to the top students in the class. These differences in inter-brain couplings were also reflected in distinct dominant frequencies for the two disciplines. Our results illustrate disciplinary differences in the classroom learning from an inter-brain perspective, suggesting that an individual's inter-brain coupling to the class and to the top students could serve as potential neural correlates for successful learning in hard and soft disciplines correspondingly.

The involvement of the semantic neural network in rule identification of mathematical processing

The role of the visuospatial network in mathematical processing has been established, but the involvement of the semantic network in mathematical processing is still poorly understood. The current study utilized a number series completion paradigm with the event-related potential (ERP) technique to examine whether the semantic network supports mathematical processing and to find the corresponding spatiotemporal neural marker. In total, 32 right-handed undergraduate students were recruited and asked to complete the number series completion as well as the arithmetical computation task in which numbers were presented in sequence. The event-related potential and multi-voxel pattern analysis showed that the rule identification process involves more semantic processing when compared with the arithmetical computation processes, and it elicited higher amplitudes for the late negative component (LNC) in left frontal and temporal lobes. These results demonstrated that the semantic network supports the rule identification in mathematical processing, with the LNC acting as the neural marker.

Associations between digital media use and brain surface structural measures in preschool-aged children

The American Academy of Pediatrics recommends limits on digital media use ("screen time"), citing cognitive-behavioral risks. Media use in early childhood is ubiquitous, though few imaging-based studies have been conducted to quantify impacts on brain development. Cortical morphology changes dynamically from infancy through adulthood and is associated with cognitive-behavioral abilities. The current study involved 52 children who completed MRI and cognitive testing at a single visit. The MRI protocol included a high-resolution T1-weighted anatomical scan. The child's parent completed the ScreenQ composite measure of media use. MRI measures included cortical thickness (CT) and sulcal depth (SD) across the cerebrum. ScreenQ was applied as a predictor of CT and SD first in whole-brain regression analyses and then for regions of interest (ROIs) identified in a prior study of screen time involving adolescents, controlling for sex, age and maternal education. Higher ScreenQ scores were correlated with lower CT in right-lateralized occipital, parietal, temporal and fusiform areas, and also lower SD in right-lateralized inferior temporal/fusiform areas, with substantially greater statistical significance in ROI-based analyses. These areas support primary visual and higher-order processing and align with prior findings in adolescents. While differences in visual areas likely reflect maturation, those in higher-order areas may suggest under-development, though further studies are needed.