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Can teachers count on mathematical neurosciences?

Xavier Seron

in Neuroscience in Education: The good, the bad, and the ugly

Published in print:
2012
Published Online:
May 2012
ISBN:
9780199600496
eISBN:
9780191739187
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780199600496.003.0032
Subject:
Neuroscience, Development, Behavioral Neuroscience

This chapter focuses on the potential impact of neuroscience on educational practices. It first presents some essential details of cognitive neuroscience research on arithmetic, highlighting its ... More


Applications of cognitive science to education

Henry L. Roediger, Bridgid Finn, and Yana Weinstein

in Neuroscience in Education: The good, the bad, and the ugly

Published in print:
2012
Published Online:
May 2012
ISBN:
9780199600496
eISBN:
9780191739187
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780199600496.003.0037
Subject:
Neuroscience, Development, Behavioral Neuroscience

This chapter discusses five topics from cognitive psychology that can be directly applied to the classroom and/or to students' study strategies outside of class. These include: retrieval practice ... More


Bridging between brain science and educational practice with design patterns

Michael W. Connell, Zachary Stein, and Howard Gardner

in Neuroscience in Education: The good, the bad, and the ugly

Published in print:
2012
Published Online:
May 2012
ISBN:
9780199600496
eISBN:
9780191739187
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780199600496.003.0081
Subject:
Neuroscience, Development, Behavioral Neuroscience

The current ‘neuroscience and education’ dialogue seems to centre largely on the question of how (or whether) neuroscience research can inform mainstream educational practice. Building on Dewey's ... More


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