Why does Math seem so hard?

By Corina Adam

Have you ever wondered why some people seem to have a natural "knack" for math, while others struggle with every equation? Well, the answer might be more complex than simply a "lack of interest" or "low intelligence." Neuroscience offers a fascinating perspective on this subject, shedding light on how our brain development and internal chemical balance influence our ability to understand and work with numbers.

The Link Between Brain Development and Mathematical Ability

The connection between math and brain development is undeniable. Studies have shown that engaging in mathematical activities can significantly improve the neural networks of the brain, leading to enhanced cognitive abilities. This includes the development of crucial skills such as problem-solving, critical thinking, and logical reasoning. Learning allows the brain to build new connections and strengthen existing ones; consistent practice in mathematics, much like physical training, reinforces these neural pathways, making mathematical tasks less challenging over time.

Furthermore, research indicates a reciprocal relationship between brain development and education, particularly in mathematics. Studying math has been linked to the production of brain chemicals that facilitate understanding mathematical concepts. Conversely, a lack of mathematical education during adolescence has been associated with negative impacts on brain plasticity and cognitive functions.

Sensitive Periods in Cognitive Development and Math Learning

A crucial aspect highlighted by recent research is the existence of so-called sensitive periods in brain development. These are specific time intervals during which the brain exhibits heightened neuroplasticity and is particularly receptive to environmental inputs and learning experiences. While early childhood is critical for language and motor skills, the development of complex cognitive abilities necessary for mathematics continues throughout childhood and adolescence. Experiences during these sensitive periods can have a particularly strong impact on the organization of neural circuits involved in mathematical processing. While the brain remains adaptable throughout life, the efficiency of learning certain skills, including mathematical reasoning, can be significantly influenced by the timing and nature of educational exposure during these sensitive phases.

The Pivotal Role of Neurotransmitters: GABA and Glutamate in Mathematical Cognition

Our performance in mathematics is also intricately linked to the balance of key neurotransmitters, particularly GABA (gamma-aminobutyric acid) and glutamate. These are the principal chemical messengers in the central nervous system, playing crucial roles in maintaining the balance between excitatory and inhibitory signals in the brain. GABA primarily functions as the main inhibitory neurotransmitter, reducing neuronal excitability, which is vital for focus and controlled processing. Glutamate, on the other hand, serves as the primary excitatory neurotransmitter, facilitating the transmission of signals between neurons, essential for learning and memory formation.

The intricate interplay between GABA and glutamate is fundamental to various neural processes, including neurodevelopment, synaptic plasticity (the ability of synapses to strengthen or weaken over time in response to increases or decreases in their activity), and neurogenesis (the formation of new neurons). An optimal balance between these neurotransmitters creates a conducive environment for mathematical information to be processed efficiently, retained in memory, and retrieved when needed. Disruptions in this balance can impair cognitive functions critical for mathematical learning, such as attention, working memory, and the ability to manipulate numerical information.

Implications for Educational Approaches in Mathematics

The neuroscientific insights discussed have significant implications for how mathematics should be taught at different developmental stages. Traditional methods that rely heavily on rote learning and a one-size-fits-all approach may not align with the brain's natural learning mechanisms for mathematics.

For young children, creating a calm, low-stress, and engaging environment with hands-on activities can foster GABA production, aiding concentration and the intuitive grasp of basic mathematical concepts. Using manipulatives, games, and real-world examples can make mathematics tangible and relatable, building a strong foundational understanding.

For adolescents and older students, teaching methods that are more dynamic, interactive, and encourage active problem-solving and critical thinking can be more effective. These approaches cater to the developing brain's need for intellectual stimulation and opportunities to make complex connections between mathematical ideas. Encouraging students to grapple with problems, discuss strategies, and learn from mistakes can enhance deeper learning and build stronger neural connections related to mathematical reasoning.

Understanding Developmental Dyscalculia

Neuroscience also provides valuable insights into learning disabilities such as dyscalculia, a specific and persistent difficulty in learning or comprehending arithmetic. Research suggests that dyscalculia is associated with differences in brain regions critical for numerical processing, particularly the intraparietal sulcus and potentially the frontal lobe. These areas are involved in number representation, magnitude processing, and working memory, all essential for mathematical tasks.

Understanding the neural basis of dyscalculia can lead to more effective diagnostic tools and targeted interventions. Instead of attributing difficulties solely to a lack of effort or general cognitive abilities, recognizing the neurobiological factors can help educators and specialists tailor strategies to address the specific cognitive challenges faced by individuals with dyscalculia. This might include approaches that focus on strengthening number sense, improving working memory related to numerical information, and providing multi-sensory learning experiences.

Conclusion

In conclusion, the challenges individuals face in learning mathematics are often influenced by intrinsic neurological factors, including the developmental stage of the brain and the delicate balance of neurotransmitters. By understanding these mechanisms, educators can adopt more brain-compatible teaching strategies that cater to different developmental needs and learning styles. Furthermore, a neuroscientific perspective helps destigmatize learning difficulties like dyscalculia and paves the way for more effective identification and support. Embracing these insights can transform mathematics education, making it more accessible, engaging, and ultimately more successful for all learners.

References

1. Looi, C. Y., Thompson, J., Krause, B., & Cohen Kadosh, R. (n.d.). The Neuroscience of Mathematical Cognition and Learning. OECD: https://www.oecd.org/en/publications/the-neuroscience-of-mathematical-cognition-and-learning_5jlwmn3ntbr7-en.html 

2. Carey, E., Hill, F., Devine, A., & Szűcs, D. (2015). The neuroscience of mathematical cognition and learning: Implications for education. Neuroscience and Education, 6(1), 1-19.

3. Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in Cognitive Sciences, 14(12), 534-542.

4. Ansari, D. (2008). The neural basis of number and number processing. The Neuroscientist, 14(1), 118-129.

5. Knudsen, E. I. (2004). Sensitive periods in the development of the brain and behavior. Journal of Neurobiology, 60(1), 1-17.

6. GABA: What It Is, Function & Benefits. Cleveland Clinic. Retrieved from [Previously provided URL about GABA function].

7. What is Developmental Dyscalculia? Centre for Neuroscience in Education, University of Cambridge.

8. https://stiintasitehnica.com/iata-motivul-real-pentru-care-esti-atat-de-slab-la-matematica/