Neuroeducation for Efficient Mathematics Learning

Mental calculation can enhance cognitive processes involved in problem solving, cognitive flexibility, and other meta-competencies. Notwithstanding, its application is scarce in higher education. Current research examined mental calculation from and neuroeducational perspective, aiming to enhance the learning of mathematics. Over three semesters, we implemented an activity called “mental agility” (AG) with 157 engineering undergraduates in a Mexican private university. It consisted of 10 question sets designed to reinforce mathematical concepts and to be solved within 10 min or less. The questions were read to the students and only the final answer was evaluated; no procedure was required. We gathered data on students' perceptions by employing surveys and interviews. A mixed analysis evidenced that students perceive AG as challenging and dynamic, motivating self-study and improving concept understanding. Quick feedback on their performance was fundamental to impact students' emotional engagement. Besides emotions, AG mobilizes reasoning, long-term memory, and decision-making which, according to neuroscience, are the four conditions to trigger learning. Despite further work being needed, this work underscores the integration of neuroscience principles into higher education to better prepare graduates for volatile, uncertain, complex, and ambiguous future environments pervaded by artificial intelligence.