Diálogos entre as neurociências cognitivas e a matemática: uma revisão sistemática da literatura

Abstract

This dissertation presents the results of research that had, as its object of investigation, the mapped scientific publications, the experiences that these authors had and the intersections between the results found in these studies. The main objective was to analyze, in a descriptive way, the possible contributions of cognitive neurosciences found in the mapped studies for the teaching and learning of mathematics, and as an investigative question: What are the possible contributions of the selected studies for the teaching and learning of mathematics? Thus, research was developed with a qualitative approach of the exploratory and descriptive bibliographic type, with similarities that bring it closer to a state of the art. To select the mapped works, the databases used were Google Scholar, Scientific Electronic Library Online (Scielo), Brazilian Digital Library of Theses and Dissertations (BDTD) and CAPES Theses and Dissertations Catalog, as well as journals from the institutions UEG, UFG, UFMG and UNESP, in addition to a previously structured database shared by the advisor. The time frame considered was from 2010 to 2023, since the interest was to observe what is currently being produced on neuroscience. The corpus was composed of 20 publications, including scientific articles, book chapters, monographs, dissertations, and theses. These were categorized in relation to their methodological approaches, the alignment of objectives related to mathematics, the number of works produced in each year of the time frame, the results that emerged from these works, and the relationship between the terms “mathematics,” “neuroscience,” and “teaching” identified in their titles and keywords. The results reinforce the idea that the core of learning lies in the development of executive functions. Therefore, the intersection between cognitive neuroscience and education can be positive, as it provides support for more effective pedagogical practices that mitigate false beliefs about learning mathematics. Researchers from both fields need to focus on research from this perspective in order to build theoretical models that can serve as inspiration for use in classrooms. This paper presents a table with excerpts from the works, summarizing the contributions listed by the authors and, as a result, a supplementary textbook was produced that highlights important brain aspects for learning mathematics.