The impact of neuroscience literacy on sustainability of the students’ mathematics learning environment

Mohamad Ariffin Abu Bakar and Ahmad Termimi Ab Ghani (2022) The impact of neuroscience literacy on sustainability of the students’ mathematics learning environment. Journal of Sustainability Science and Management (Malaysia), 17 (9). pp. 148-161. ISSN 2672-7226

Learning mathematics is strongly related to brain function. Neuroscience research has defined how different areas of the brain will mechanise and respond to the complex process of learning mathematics. This interrelationship requires practical details and clarification. However, a lack of neuroscience information and literacy inhibits efforts to improve the mathematics learning environment. Therefore, this study aims to determine the impact of neuroscience literacy on the mathematics learning environment of students. A systematic literature review was conducted using the PRISMA strategy, with the input of keywords into databases such as Scopus, ScienceDirect, Google Scholar, Pubmed and Web of Science, to search for the best articles on the subject. The year of publication, objective, content, results and dense discussions were analysed. The results suggest that several aspects of neuroscience literacy like principles, mechanisms and practices, are deemed important and may bring a positive impact in learning mathematics. The attributes affect cognition, psychology and behaviour in shaping and sustaining the students’ mathematics learning environment based on personal, social, organisational and physical components or virtual spaces. As a result, neuroscience should be considered as an alternative to transforming and improving the outcome of mathematics learning among students.

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Abstract

Learning mathematics is strongly related to brain function. Neuroscience research has defined how different areas of the brain will mechanise and respond to the complex process of learning mathematics. This interrelationship requires practical details and clarification. However, a lack of neuroscience information and literacy inhibits efforts to improve the mathematics learning environment. Therefore, this study aims to determine the impact of neuroscience literacy on the mathematics learning environment of students. A systematic literature review was conducted using the PRISMA strategy, with the input of keywords into databases such as Scopus, ScienceDirect, Google Scholar, Pubmed and Web of Science, to search for the best articles on the subject. The year of publication, objective, content, results and dense discussions were analysed. The results suggest that several aspects of neuroscience literacy like principles, mechanisms and practices, are deemed important and may bring a positive impact in learning mathematics. The attributes affect cognition, psychology and behaviour in shaping and sustaining the students’ mathematics learning environment based on personal, social, organisational and physical components or virtual spaces. As a result, neuroscience should be considered as an alternative to transforming and improving the outcome of mathematics learning among students.

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Item Type:	Article
AGROVOC Term:	literacy
AGROVOC Term:	learning
AGROVOC Term:	learning capacity
AGROVOC Term:	sustainability
AGROVOC Term:	education
AGROVOC Term:	teacher training
AGROVOC Term:	students
AGROVOC Term:	teachers
AGROVOC Term:	educational systems
Geographical Term:	Malaysia
Uncontrolled Keywords:	Neuroscience
Depositing User:	Nor Hasnita Abdul Samat
Date Deposited:	10 Mar 2025 00:27
Last Modified:	10 Mar 2025 00:27
URI:	http://webagris.upm.edu.my/id/eprint/448

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