Neuroscience in Mathematics: an Electroencephalographic Study on Frac- Tion Learning *
نویسندگان
چکیده
Student achievement in mathematics and science has been given prominent attention as the nation’s quest to achieve Vision 2020 and ability to face the challenges of globalisation are largely dependent on it. However, numerous studies have shown that achievement in mathematics has been less than satisfactory in both primary and secondary school levels and that many Malaysian pupils display phobia and anxiety in mathematics. Five hundred and twelve Primary 5 pupils from four randomly selected schools in Kuching city were administered the Fraction Diagnostic Test. The top 10% in achievement ranking were categorized as high fraction achievers while the bottom 10% as the low fraction achievers. 22 high achievers and 22 low achievers, randomly sampled from their respective groups, underwent an electroencephalographic test while answering fraction questions. This paper attempts to explore the differential utilizations of brain substrates during different fraction tasks by these two groups of pupils. The difficulties in learning fractions by the low achievers were explained in terms of mismatch of brain substrates and cognitive strategies.
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