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Mathematics Learning through the Lens of Neuroplasticity: A Researcher’s Perspective

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  • Adedayo Olatunde Afolabi

    (PhD. Student – Department of Curriculum & Instruction (STEM Education), Texas Tech University)

Abstract

This paper synthesizes key findings in neuroplasticity research to debunk the myth of a “fixed†mathematical ability, suggesting that cognitive capabilities in mathematics are not preordained but can be significantly improved through focused practice and tailored educational methods. Through an examination of selected research studies, this article demonstrate that consistent mathematical practice not only leads to improved problem-solving skills but also induces significant neural changes in brain regions associated with numerical processing. Furthermore, the paper delves into the critical role of focused attention and cognitive control in effective learning and proposes actionable strategies for educators to leverage these insights. This paper underscores the transformative implications of neuroplasticity for curriculum development, teaching strategies, and broader societal attitudes towards mathematical learning.

Suggested Citation

  • Adedayo Olatunde Afolabi, 2024. "Mathematics Learning through the Lens of Neuroplasticity: A Researcher’s Perspective," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 4150-4158, September.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:3s:p:4150-4158
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