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
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