Vol. 8 No. 15 (2025), Editorial
Vol. 8 No. 15 (2025)

What do Neuroscience and other disciplines offer us for the teaching of Mathematics? Editorial

Editorial
Published 2025-08-01
Víctor Larios Osorio
Universidad Autónoma de Querétaro, México
https://orcid.org/0000-0002-4454-8516
PDF (Spanish)

Keywords

Mathematics Didactics
Neuroscience
Cognitive Psychology
Anthropology

How to Cite

What do Neuroscience and other disciplines offer us for the teaching of Mathematics? Editorial. (2025). PädiUAQ, 8(15), 1-6. https://doi.org/10.61820/puaq.v7i15.1747
ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver AMA

Download Citation

Endnote/Zotero/Mendeley (RIS) BibTeX

Abstract

This text presents some examples of how disciplines such as Neuroscience, Cognitive Psychology and Anthropology can provide clues about the learning and teaching of Mathematics. Examples of learning language and the notion of quantity from childhood are presented as a basis for the later development of written expressions and much more complex and abstract concepts.

PDF (Spanish)

References

Dehaene, S. (2016). El cerebro matemático. Buenos Aires, Argentina: Siglo Veintiuno Editores.

Dehaene, S. (2021). ¿Cómo aprendemos? Buenos Aires, Argentina: Siglo Veintiuno Editores.

Everett, C. (2019). Los números nos hicieron como somos. México, México: Editorial Crítica.

Geary, D. C. (2013). El cerebro primitivo en las aulas modernas. Mente y Cerebro, (60), 28-33.

Vygotski, L. S. (1979). El desarrollo de los procesos psicológicos superiores. Madrid, España: Editorial Crítica.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Copyright (c) 2025 PädiUAQ