Please use this identifier to cite or link to this item:
http://hdl.handle.net/10497/14625
Title: | Authors: | Issue Date: | 2011 |
Citation: | Lee, K., & Ng, S. F. (2011). Neuroscience and the teaching of mathematics. Educational Philosophy and Theory, 43(1), 81-86. |
Abstract: | Much of the neuroimaging research has focused on how mathematical operations are performed. Although this body of research has provided insight for the refinement of pedagogy, there are very few neuroimaging studies on how mathematical operations should be taught. In this paper, we described the teaching of algebra in Singapore schools and the imperatives that led us to develop two neuroimaging studies that examined questions of curricular concerns. One of the challenges was to condense issues from classrooms into tasks suitable for neuroimaging studies. Another challenge, not particular to the neuroimaging method, was to draw suitable inferences from the findings and translate them into pedagogical practices. We described our efforts and outlined some continuing challenges. |
Description: | This is the original draft, prior to peer-review, of a manuscript published in Educational Philosophy and Theory. The published version is available online at http://onlinelibrary.wiley.com/doi/10.1111/j.1469-5812.2010.00711.x/abstract |
URI: | ISSN: | 1469-5812 |
DOI: | File Permission: | Open |
File Availability: | With file |
Appears in Collections: | Journal Articles |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
EPT-43-1-81.pdf | 121.05 kB | Adobe PDF | View/Open |
SCOPUSTM
Citations
2
checked on Mar 16, 2023
WEB OF SCIENCETM
Citations
3
checked on Mar 15, 2023
Page view(s) 50
123
checked on Mar 17, 2023
Download(s) 20
292
checked on Mar 17, 2023
Google ScholarTM
Check
Altmetric
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.