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ZDM

, Volume 48, Issue 3, pp 379–383 | Cite as

Cognitive neuroscience and mathematics learning: how far have we come? Where do we need to go?

  • Daniel Ansari
  • Ian M. Lyons
Commentary Paper
First Online:

Abstract

In this commentary on the ZDM special issue: ‘Cognitive neuroscience and mathematics learning—revisited after 5 years’, we explore the progress that has been made since ZDM published a similar special issue in 2010. We consider the extent to which future frontiers and methodological concerns raised in the commentary on the 2010 issue by Grabner and Ansari have been addressed 5 years on. We identify areas of progress as well as issues that continue to require additional research and methodological innovation to make further progress. Finally, we discuss future directions that could lead to significant progress in the interdisciplinary crossroads between cognitive neuroscience and mathematics learning over the next 5 years.

Keywords

Mathematics education Neuroscience Cognition Educational neuroscience 
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Copyright information

© FIZ Karlsruhe 2016

Authors and Affiliations

  1. 1.Numerical Cognition Laboratory, Department of Psychology and Brain and Mind InstituteThe University of Western OntarioLondonCanada

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