Thinking beyond numbers: Rewiring Mathematics Education through Neuroscience, emotion, and agency
DOI:
https://doi.org/10.48489/quadrante.42081Keywords:
Neuroeducation, Executive Function Development, Neurodiversity in Mathematics, Pedagogical Innovation, Emotional Engagement, Cognitive AgencyAbstract
This article introduces an innovative, interdisciplinary pedagogical framework for Mathematics Education, integrating insights from cognitive Neuroscience, Psychopedagogy, and Problem-Solving research. Grounded in empirical evidence from a comprehensive case study with elementary students, the approach advocates for a paradigm shift that recognizes cognitive diversity, fosters emotional safety, and promotes conceptual autonomy. Leveraging neural plasticity and executive function development, it challenges deterministic notions of mathematical ability, positioning Mathematics as a deeply human, accessible, and meaningful intellectual pursuit. Employing archeogenealogical analysis, this study critically examines how prevailing pedagogical discourses shape, constrain, and open pathways to reimagining mathematical learning. The findings highlight the necessity of holistic practices that engage cognitive, emotional, and neurodevelopmental dimensions, emphasizing respect for individual neurodiversity and fostering an inclusive, agency-driven mathematical experience.
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