TY - JOUR

T1 - Mathematics, anxiety, and the brain

AU - Moustafa, Ahmed A.

AU - Tindle, Richard

AU - Ansari, Zaheda

AU - Doyle, Margery J.

AU - Hewedi, Doaa H.

AU - Eissa, Abeer

N1 - De Gruyter allows authors the use of the final published version of an article (publisher pdf) for self-archiving (author's personal website) and/or archiving in an institutional repository (on a non-profit server) after an embargo period of 12 months after publication.

PY - 2017/5/24

Y1 - 2017/5/24

N2 - Given that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.

AB - Given that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.

UR - http://www.scopus.com/inward/record.url?scp=85020619594&partnerID=8YFLogxK

U2 - 10.1515/revneuro-2016-0065

DO - 10.1515/revneuro-2016-0065

M3 - Article

C2 - 28157694

AN - SCOPUS:85020619594

VL - 28

SP - 417

EP - 429

JO - Reviews in the Neurosciences

JF - Reviews in the Neurosciences

SN - 0334-1763

IS - 4

ER -