Dyscalculia, mind, calculating brain and education

Abstract

The emerging scientific field of educational neuroscience is playing a significant role in the exploration of the subjacent neurocognitive processes underlying the practice and educational theory. Nevertheless, it can do not lose sight of the fact that the relationship between education and neuroscience research is complicated because education is not only based on neuronal relations but also have external factors such as the family environment and social interactions of teachers and students in a classroom. In a study about the analysis of the neuropsychological process of dyscalculia, it was highlighted that this is done through a circuit of specialised neurons. Considering that a fundamental characteristic of these neural networks is that they work automatically, receiving information in a certain «format» transforming it into a different one thanks to the «neuronal plasticity». So it seems, by means of training the neuroplasticity, it can be possible to rebuild deteriorated brain functions and help children who are affected on dyscalculia to develop new brain strategies which are aimed to improve the difficulties associated with dyscalculia efficiently. The main goal of this work is to analyse the possible difference in brain function on affected dyscalculia individuals in order to intervene in the strengthening of arithmetic processing leading to an efficient education based on evidence for students affected by dyscalculia.