Institute of Science & Technology Education, University of South Africa
Abstract
This paper is a review of how the knowledge of educational neuroscience by teachers of mathematics and its inclusion in mathematics teacher education curricula can enhance our understanding of how students learn mathematics. It is premised on studies that point to two of the obstacles that teachers of mathematics face, that is we know almost nothing about how people do mathematics and we almost know nothing about how people learn how to do mathematics. Teachers’ understanding and knowledge of what goes on in the brain and mind as learners grapple with mathematical concepts and facts could enhance the way we teach and disseminate mathematical information. Teachers’ knowledge of educational neuroscience will also dispel neuromyths - a presentation of facts with little or no scientific bases about the science of the brain, memory and learningInstitute for Science and Technology Education (ISTE
