NEUROSCIENCE AND MATHEMATICAL LEARNING

Abstract: This article aims to present theoretical approaches between neuroscience and mathematical learning. It is a bibliographical study, in which we weave theoretical discussions about motivation and the opportune time for student learning, according to their cognitive development. The choice of the subject in question was motivated by the desire to help teachers and students to have a pleasant experience in teaching the aforementioned science (mathematics) by demystifying it as a discipline that is difficult to understand, complex, and as the main cause of school failure . Historically, many students have not been able to assimilate the content of mathematics and feel “incompetent” to absorb the subject, precisely because of this, its importance is defended, as an elementary science in all human existence; even the uneducated individual makes use of elements appropriate to mathematics in his daily life. We therefore believe, based on the theoretical references studied, in the dialogue between neurosciences and mathematics, to provide the improvement of teaching and learning.