OECD Education Working Papers

1993-9019 (online)
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This series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.

The Neuroscience of Mathematical Cognition and Learning You or your institution have access to this content

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Chung Yen Looi1, Jacqueline Thompson1, Beatrix Krause1, Roi Cohen Kadosh1
Author Affiliations
  • 1: University of Oxford, United Kingdom

24 June 2016
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The synergistic potential of cognitive neuroscience and education for efficient learning has attracted considerable interest from the general public, teachers, parents, academics and policymakers alike. This review is aimed at providing 1) an accessible and general overview of the research progress made in cognitive neuroscience research in understanding mathematical learning and cognition, and 2) understanding whether there is sufficient evidence to suggest that neuroscience can inform mathematics education at this point. We also highlight outstanding questions with implications for education that remain to be explored in cognitive neuroscience. The field of cognitive neuroscience is growing rapidly. The findings that we are describing in this review should be evaluated critically to guide research communities, governments and funding bodies to optimise resources and address questions that will provide practical directions for short- and long-term impact on the education of future generations.
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