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UNCONSCIOUS COGNITIVE MECHANISMS IN THE LEARNING OF UNIVERSITY MATHEMATICS: A VIEW FROM NEUROSCIENCE

Unconscious cognitive mechanisms in the learning or University Mathematics: a view from Neuroscience

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DOI:

https://doi.org/10.30827/retosxxi.9.2025.31195

Keywords:

higher mathematics, cognitive neuroscience, unconscious learning

Abstract

This proposal aims to identify experimental neuroscience techniques useful for examining unconscious cognitive processes related to some of the most common difficulties that arise in teaching and learning mathematical concepts in higher education, which constitutes a topic of great interest within the research community in mathematics education. A methodology supported by qualitative and argumentative bibliographic research is used to achieve this objective, based on a random sample of 100 original documents from the WoS, Scopus, and SciELO databases published between 2000 and 2022. The results obtained show that the experimental techniques of neuroscience identified, allow for the study of relevant unconscious cognitive mechanisms in higher mathematics, enabling us at the same time to enrich and contrast, from a neuroscientific base, the methods developed by cognitive psychology, as well as their applications to educational mathematics for the study of cognitive processes, thus generating the development of new interdisciplinary research methodologies, with a more comprehensive vision of the complex cognitive mechanisms that characterize the learning processes of mathematics in higher education.

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Published

2025-01-30

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How to Cite

Díaz Chang, T., & Hernández Arredondo, E. (2025). UNCONSCIOUS COGNITIVE MECHANISMS IN THE LEARNING OF UNIVERSITY MATHEMATICS: A VIEW FROM NEUROSCIENCE: Unconscious cognitive mechanisms in the learning or University Mathematics: a view from Neuroscience. The Educational Journal of Works Aimed at the XXI Century (XXI CHALLENGES), 9(1). https://doi.org/10.30827/retosxxi.9.2025.31195