Education Mind

Research Article Open Access

Mathematics teachers' opinions after training on educational neuroscience

Zeynep Altuntaş , Gökhan Özsoy , Süleyman Erkam Sulak

Abstract

Educational neuroscience is a multidisciplinary field established to provide assistance to students by bringing together neuroscience, cognitive psychology and pedagogy. With the development of this field, it is likely that different approaches such as the creation of student-centered education models that appeal to different intelligence types will be applied in education. Educational neuroscience aims to understand the practices and methods in education by examining brain activity, learning processes and mental functions, and thus to create a more supportive learning environment in school environments. One way to adapt the findings obtained from neuroscience studies to education is to first inform the teacher about the basic information of the educational neuroscience approach. In this direction, the aim of the research conducted is to examine the views of mathematics teachers after the training application on educational neuroscience. In this study, a case study, which is one of the qualitative research methods, was preferred. The data of the study were obtained from mathematics teachers working in different schools, determined through easily accessible case sampling, which is one of the purposeful sampling methods. The teachers participating in the research consist of 10 people, 2 of whom have a master's degree, 1 of whom is doing a master's degree, and 7 of whom have a bachelor's degree. The findings reveal that teachers have a positive perception of the connection between neuroscience and education. In addition, the teachers particularly emphasized that educators, neuroscientists and other relevant experts should work together for the development and applicability of educational neuroscience. Teachers commented on the application of neuroscience data to educational practice in terms of mathematics lessons, such as making mathematical knowledge permanent and determining which students should use mathematical teaching materials more. It is recommended that teachers and researchers work collaboratively to advance the developing field of educational neuroscience.

Keywords: Mathematics teachers Neuroscience Educational neuroscience Teacher training Teacher opinion

References

Altunay, E., Oral, G., & Yalçınkaya, M. (2014). A qualitative research on mobbing practices in educational institutions. Sakarya University Journal of Education, 4(1), 62-80.

Ansari, D., & Coch, D. (2006). Bridges over troubled waters: Education and cognitive neuroscience. Trends in Cognitive Sciences, 10(4), 146-151. https://doi.org/10.1016/j.tics.2006.02.007

Bakır, S., Zorluoglu, S. L., & Ulusoy, T. (2023). Bibliometric analysis of studies in science education and neuroscience. Mehmet Akif Ersoy University Journal of Education Faculty, (67), 52-70. https://doi.org/10.21764/maeuefd.1263640

Baltacı, A. (2018). A conceptual review on the sampling methods and sample size problem in qualitative research. Bitlis Eren University Journal of Social Sciences Institute, 7(1), 231-274.

Brick, K., Cooper, J. L., Mason, L., Faeflen, S., Monmia, J., & Dubinsky, J. M. (2021). Tiered neuroscience and mental health professional development in liberia improves teacher self-efficacy, self-responsibility, and motivation. Frontiers in Human Neuroscience, 207. https://doi.org/10.3389/fnhum.2021.664730

Brockington, G., Balardin, J. B., Ziemo Morais, G. A., Malheiros, A., Lent, R., Moura, L. M., & Sato, J. R. (2018). From the laboratory to the classroom: The potential of functional near-ınfrared spectroscopy in educational neuroscience. Frontiers in Psychology, 9(1840), 1-7. https://doi.org/10.3389/fpsyg.2018.01840

Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Eğitimde Bilimsel Araştırma Yöntemleri [Scientific Research Methods in Education], (29 b.). Ankara: Pegem.

Byrnes, J. P., & Fox, N. A. (1998). The educational relevance of research in cognitive neuroscience. Educational Psychology Review, 10, 297-342. https://doi.org/10.1023/A:1022145812276

Campbell, S. R. (2011). Educational Neuroscience: Motivations, methodology, and implications. Educational Philosophy and Theory, 43(1), 7-16. https://doi.org/10.1111/j.1469-5812.2010.00701.x

Carew, T. J., & Magsamen, S. H. (2010). Neuroscience and education: An ideal partnership for producing evidence-based solutions to guide 21st century learning. Neuron, 67(5), 685-688. https://doi.org/10.1016/j.neuron.2010.08.028

Clark, C. A., Hudnall, R. H., & Pérez-González, S. (2020). Children's neural responses to a novel mathematics concept. Trends in Neuroscience and Education, 20, 100128. https://doi.org/10.1016/j.tine.2020.100128

Coch, D., Michlovitz, S. A., Ansari, D., & Baird, A. (2009). Building mind, brain, and education connections: The view from the upper valley. Mind, Brain, and Education, 3(1), 27-33. https://doi.org/10.1111/j.1751-228X.2008.01050.x

Creswell, J.W., (2017). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (1.b.). (H. Ekşi, Trans.) Istanbul: Educational Consultancy and Research Center.

De Jong, T., Van Gog, T., Jenks, K., Manlove, S., Van Hell, J., Jolles, J., & Boschloo, A. (2009). Explorations in learning and the brain: On the potential of cognitive neuroscience for educational science. Springer Science & Business Media. https://doi.org/10.1007/978-0-387-89512-3

De Smedt, B., Ansari, D., Grabner, R. H., Hannula-Sormunen, M., Schneider, M., & Verschaffel, L. (2011). Cognitive neuroscience meets mathematics education: It takes two to tango. Educational research review, 6(3), 232-237. https://doi.org/10.1016/j.edurev.2011.10.003

De Smedt, B., & Grabner, R. H. (2016). Potential applications of cognitive neuroscience to mathematics education. ZDM, 48, 249-253.https://doi.org/10.1007/s11858-016-0784-x

Dreyer, T. M. (2023). Educational leaders’ experiences with and perceptions of educational neuroscience (Order No. 30567308). Available from ProQuest Dissertations & Theses Global. (2844595121). Retrieved from https://www.proquest.com/dissertations-theses/educational-leaders-experiences-with-perceptions/docview/2844595121/se-2

Dubinsky, J. M. (2010). Neuroscience education for prekindergarten–12 teachers. Journal of Neuroscience, 30(24), 8057-8060. https://doi.org/10.1523/JNEUROSCI.2322-10.2010

Dündar, S., Canan, S., Bulut, M., Özlü, Ö., & Kaçar, S. (2014). The investigation of brain waves in problem solving process. Journal of Education Faculty, 16(2), 1- 23. doi: https://dx.doi.org/10.17556/jef.72111.

Ferrari, M. (2011). What can neuroscience bring to education? Educational Philosophy and theory, 43(1), 31-36. https://doi.org/10.1111/j.1469-5812.2010.00704.x

Ferrari, M., & McBride, H. (2011). Mind, brain and education: The emergence of a new science. Learning landscapes, 5(1), 85-100.

Fisher, K.W., Goswami, U., & Geake, J. (2010). The future of educational neuroscience. Mind, Brain and Education, 4, 68-80. https://doi.org/10.1111/j.1751-228X.2010.01086.x

Geake, J. (2004). How children's brains think: Not left or right but both together. Education 3-13, 32(3), 65-72. https://doi.org/10.1080/03004270485200351

Goswami, U. (2006). Neuroscience and education: from research to practice?. Nature reviews neuroscience, 7(5), 406-413. https://doi.org/10.1038/nrn1907

Grabner, R. H., Obersteiner, A., De Smedt, B., Vogel, S., von Aster, M., Leikin, R., & Nuerk, H. C. (2017). Mathematics Education and Neuroscience. In Proceedings of the 13th International Congress on Mathematical Education: ICME-13 (pp. 657-658). Springer International Publishing.

Gülsün, Y., & Köseoğlu, P. (2020). Determination of biology teachers' neuromyths and accurate knowledge about brain functions. Education and Science, 45(204).

Hinton, C., & Fischer, K. W. (2008). Research schools: Grounding research in educational practice. Mind, Brain, and Education, 2(4), 157-160. https://doi.org/10.1111/j.1751-228X.2008.00048.x

Hook, C. J., & Farah, M. J. (2013). Neuroscience for educators: What are they seeking, and what are they finding? Neuroethics, 6, 331-341. Access address: https://0310d2472-y-https-link-springercom.msgsu.proxy.deepknowledge.io/article/10.1007/s12152-012-9159-3

Howard‐Jones, P. A. (2011). A multiperspective approach to neuroeducational research. Educational Philosophy and Theory, 43(1), 24-30. https://doi.org/10.1111/j.1469-5812.2010.00703.x

Kapuoglu, E. Ç. (2023). Physiological basis of education and learning: Neuroplasticity. Journal of Philosophy and Social Sciences, (36), 447-464. https://doi.org/10.53844/flsf.1359914

Kara, H., (2021). Educational Neuroscience and Its Reflection in Education. (pp.3-32), Ankara: İksad Publishing House.

Keleş, E., & Kol, E. (2015). An Overview of the brain imaging techniques from the education perspective. Elementary Education Online, 14(1), 349-363.

Knowland, V. C., & Thomas, M. S. (2014). Educating the adult brain: How the neuroscience of learning can inform educational policy. International Review of Education, 60, 99-122. https://doi.org/10.1007/s11159-014-9412-6

Kocak, G. (2020). Reflections of brain research on education: Imaging studies related to mathematics. Yeditepe University Faculty of Education Journal, 9(11), 1-16.

Kocak, A., & Arun, Ö. (2006). Sampling problem in content analysis studies. Selçuk University Faculty of Communication Academic Journal, 4(3), 21-28.

Koyuncu, B. (2017). Educational neuroscience neuroeducation: Why should educators use neuroscience data?. Turkish Academic Publications Journal, 1(1), 22-34. https://doi.org/10.29329/tayjournal.2017.482.02

McGann, J.P. (2015). Associative learning and sensory neuroplasticity: How does it happen and what is it good for? Learning and Memory, 22(11), 567-76. https://doi.org/10.1101/lm.039636.115

Mutlu, Y., & Akgun, L. (2016). Mathematics learning disability and educational neuroscience. In Innovations and Qualification Search in Educational Sciences, 1133-1145. https://doi.org/10.14527/9786053183563b2.068

Nes, F. (2011). Mathematics Education and Neurosciences: Towards interdisciplinary insights into the development of young children's mathematical abilities. Educational Philosophy and Theory, 43, 75 - 80. https://doi.org/10.1111/j.1469-5812.2010.00710.x.

Özer, Ö. (2023). The effect of teacher training on educational neuroscience on self-efficacy and course designs [Unpublished Master's Thesis]. Mimar Sinan Güzel Sanatlar University.

Özkara, M. N. (2019). Investigating the change in the cognitive structures of primary school mathematics teacher candidates towards mathematics and mathematics education [Unpublished Master's Thesis]. Uşak University. Retrieved from https://platform.almanhal.com/Details/Thesis/2000180331?ID=4-2000180331.

Palavan, Ö., & Demir, H. (2017). Classroom teachers' views on brain-based learning. Siirt University Journal of Social Sciences Institute, 5(8), 99-132.

Pincham, H. L., Matejko, A. A., Obersteiner, A., Killikelly, C., Abrahao, K. P., Benavides-Varela, S., ... & Vuillier, L. (2014). Paving a new path for educational neuroscience: An international young researcher perspective on combining neuroscience and educational applications. Trends in Neuroscience and Education, 3 (1), 28-31. https://doi.org/10.1016/j.tine.2014.02.002

Rose, N., & Abi-Rached, J. (2014). Governing through the brain: Neuropolitics, neuroscience and subjectivity. The Cambridge Journal of Anthropology, 32(1), 3-23. https://doi.org/10.3167/ca.2014.320102

Schrag, F. (2013). Can this marriage be saved? The future of ‘neuro-education’. Journal of Philosophy of Education, 47(1), 20-30. https://doi.org/10.1111/1467-9752.12015

Selcuk, Z., Palanci, M., Kandemir, M., & Dundar, H. (2014). Trends in research published in education and science journal: Content analysis. Education and Science, 39(173), 430-453. https://doi.org/10.15390/eb.v39i173.3278

Sigman, M., Peña, M., Goldin, A. P., & Ribeiro, S. (2014). Neuroscience and education: prime time to build the bridge. Nature neuroscience, 17(4), 497-502. https://doi.org/10.1038/nn.3672

Smedt, B., & Verschaffel, L. (2010). Traveling down the road: from cognitive neuroscience to mathematics education … and back. ZDM, 42, 649-654. https://doi.org/10.1007/S11858-010-0282-5.

Sousa, D. A. (2011). Commentary: Mind, brain, and education: The impact of educational neuroscience on the science of teaching. Learning landscapes, 5(1), 37-43. https://doi.org/10.36510/learnland.v5i1.529

Subası, M., & Okumus, K. (2017). Case study as a research method. Atatürk University Social Sciences Institute Journal, 21(2), 419-426.

Sušac, A., & Braeutigam, S. (2014). A case for neuroscience in mathematics education. Frontiers in Human Neuroscience, 8 (314). https://doi.org/10.3389/fnhum.2014.00314.

Sylwester, R. (1995). A celebration of neurons: An educator's guide to the human brain. Association for Supervision and Curriculum Development, 1250 N. Pitt St., Alexandria, VA 22314 (ASCD Stock No. 1-95085).

Thomas, M. S., Ansari, D., & Knowland, V. C. (2019). Annual research review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry, 60(4), 477-492. https://doi.org/10.1111/jcpp.12973

Thomas, M. S., & Ansari, D. (2020). Educational neuroscience: Why is neuroscience relevant to education?. In Educational Neuroscience (pp. 3-22). Routledge. https://doi.org/10.4324/9781003016830-2

Varma, S., & Schwartz, D. (2008). How should educational neuroscience conceptualise the relation between cognition and brain function? Mathematical reasoning as a network process. Educational Research, 50, 149 - 161. https://doi.org/10.1080/00131880802082633.

Watagodakumbura, C. (2017). Principles of Curriculum Design and Construction Based on the Concepts of Educational Neuroscience. Journal of Education and Learning, 6(3), 54-69. https://doi.org/10.5539/jel.v6n3p54

Wilcox, G., Morett, L. M., Hawes, Z., & Dommett, E. J. (2021). Why educational neuroscience needs educational and school psychology to effectively translate neuroscience to educational practice. Frontiers in Psychology, 11, 618449. https://doi.org/10.3389/fpsyg.2020.618449

Yıldırım, A., & Şimşek, H. (2021). Qualitative Research Methods in Social Sciences (12th ed.). Ankara: Seçkin Publishing.

Yu, H. (2023). The neuroscience basis and educational interventions of mathematical cognitive impairment and anxiety: a systematic literature review. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1282957.

Zambo, D. (2013). The practical and ethical concerns of using neuroscience to teach young children and help them self-regulate. In L. H. Wassreerman & D. Zambo (Eds). Early childhood and neuroscience- links to development and learning. (pp. 7-22). New York: Springer. https://doi.org/10.1007/978-94-007-6671-6_2

Mathematics teachers' opinions after training on educational neuroscience

Abstract

References

Suggested Article

Cookie Notice