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Licensed Unlicensed Requires Authentication Published by De Gruyter February 3, 2017

Mathematics, anxiety, and the brain

  • Ahmed A. Moustafa EMAIL logo , Richard Tindle , Zaheda Ansari , Margery J. Doyle , Doaa H. Hewedi and Abeer Eissa

Abstract

Given that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.

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Received: 2016-10-5
Accepted: 2016-12-10
Published Online: 2017-2-3
Published in Print: 2017-5-24

©2017 Walter de Gruyter GmbH, Berlin/Boston

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