Effects on brain activity after creative mathematical reasoning when considering individual differences in cognitive ability

@article{Wirebring2021EffectsOB,
  title={Effects on brain activity after creative mathematical reasoning when considering individual differences in cognitive ability},
  author={Linnea Karlsson Wirebring and Carola Wiklund-H{\"o}rnqvist and Sara Stillesj{\"o} and Carina Granberg and Johan Lithner and Micael Andersson and Lars Nyberg and Bert Jonsson},
  journal={bioRxiv},
  year={2021}
}
Many learning opportunities of mathematical reasoning in school encourage imitative learning procedures (algorithmic reasoning, AR) instead of engaging in more constructive reasoning processes (e.g., creative mathematical reasoning, CMR). Here, we employed a within-subject intervention in the classroom with pupils in upper secondary schools followed by a test situation during brain imaging with fMRI one week later. We hypothesized that learning with CMR compared to AR should lead to a CMR… 
1 Citations
Active math and grammar learning engages overlapping brain networks
TLDR
Common neurocognitive long-term memory effects of active learning that generalize over course subjects (mathematics and vocabulary) are demonstrated by the use of fMRI to indicate that active learning conditions stimulate common processes that become part of the representations and can be reactivated during retrieval to support performance.

References

SHOWING 1-10 OF 78 REFERENCES
Neuroscience of learning arithmetic—Evidence from brain imaging studies
Neural predictors of individual differences in response to math tutoring in primary-grade school children
TLDR
Evidence is provided that individual differences in morphometry and connectivity of brain regions associated with learning and memory, and not regions typically involved in arithmetic processing, are strong predictors of responsiveness to math tutoring in children and that quantitative measures of brain structure and intrinsic brain organization can provide a more sensitive marker of skill acquisition than behavioral measures.
The effect of explanations on mathematical reasoning tasks
ABSTRACT Studies in mathematics education often point to the necessity for students to engage in more cognitively demanding activities than just solving tasks by applying given solution methods.
Why Mental Arithmetic Counts: Brain Activation during Single Digit Arithmetic Predicts High School Math Scores
TLDR
The relative engagement of brain mechanisms associated with procedural versus memory-based calculation of single-digit arithmetic problems is related to high school level mathematical competence, highlighting the fundamental role that mental arithmetic fluency plays in the acquisition of higher-level mathematical competence.
Fact learning in complex arithmetic—the role of the angular gyrus revisited
TLDR
It is suggested that the AG might not be associated with the actual retrieval of arithmetic facts, and an attentional account of the role of the AG in arithmetic fact retrieval that is compatible with recent attention to memory hypotheses is outlined.
...
...