Math learning difficulty (MLD) is a learning disorder characterized by persistent impairments in the understanding and application of numbers independent of intelligence or schooling. The current study aims to review existing neuroimaging studies to characterize the neurobiological basis in MLD for their quantity and arithmetic dysfunctions. We identified a total of 24 studies with 728 participants through the literature. Using the activation likelihood estimate (ALE) method, we found that the most consistent neurobiological dysfunction in MLD was observed in the right intraparietal sulcus (IPS) with distinct patterns of the anterior and posterior aspects. Meanwhile, neurobiological dysfunctions were also observed in a distributed network including the fusiform gyrus, inferior temporal gyrus, insula, prefrontal cortex, anterior cingulate cortex, and claustrum. Our results suggest a core dysfunction in the right anterior IPS and left fusiform gyrus with atypically upregulated functions in brain regions for attention, working memory, visual processing, and motivation, serving as the neurobiological basis of MLD.

https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/hbm.26240

Dysfunctions associated with the intraparietal sulcus and a distributed network in individuals with math learning difficulties: An ALE meta‐analysis

Recent advances in pedagogical research have called attention to the dynamic nature of the teaching and learning process in which the actors mutually influence one another. The understanding of how this works in the brain—the specialized neural networks related to this process—is often limited to neuroscientists but are slowly becoming available to other learning scientists, including teachers. A transdisciplinary approach combining the best information about observable teaching-learning processes from education with newer information from the neurosciences may aid in resolving fundamental questions in the learning process. Teachers’ professional formation and development is often structured in segmented topical ways (e.g., pedagogy, evaluation, planning, classroom management, social–emotional learning), to identify important content knowledge (e.g., art, reading, mathematics, STEM), or to appreciate life skills (e.g., collaboration, critical thinking, social–emotional learning). While important, knowledge about the brain, the organ responsible for learning, is typically absent from teacher education. This paper reexamines the evidence from neuroconstructivism and the hierarchy of learning trajectories and combines it with evidence from psychology and the ways humans interact during the teaching-learning process to suggest radical neuroconstructivism as a framework within which to organize teachers’ professional development. The radical neuroconstructivism framework may contribute to making the content knowledge of teachers’ continual professional development more visible. 

pdf/radical-neuroconstructivism-a-framework-to-combine-the-how-56eymw83qs.pdf

Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

Observing the actions of others engages a core action observation network (AON) that includes the bilateral inferior frontal cortex (IFC), posterior superior temporal sulcus (pSTS) and inferior parietal lobule (IPL) (Caspers et al., 2010). Each region in the AON has functional properties that are heterogeneous and include representing the perceptual properties of action, predicting action outcomes and making inferences as to the goals of the actor. Critically, recent evidence shows that neural representations within the pSTS are sharpened when attending to the kinematics of the actor, such that the top-down guided attention reshapes underlying neural representations. In this study we evaluate how attention alters network connectivity within the AON as a system. Cues directed participant's attention to the goal, kinematics, or identity depicted in short action animations while brain responses were measured by fMRI. We identified those parcels within the AON with functional connectivity modulated by task. Results show that connectivity between the right pSTS and right IFC, and bilateral extended STS (STS+) were modulated during action observation such that connections were strengthened when the participant was attending to the action than goal. This finding is contrasted by the univariate results, which no univariate modulations in these brain regions except for right IFC. Using the functional networks defined by Yeo et al. (2011), we identified the parcels that are modulated by the attention to consist mainly of the fronto-parietal control network and default mode networks. These results are consistent with models of top-down feedback from executive system in the IFC to pSTS and implicates a right lateralized dual pathway model for action observation when focused on whole-body kinematics. 

Configuration of the action observation network depends on the goals of the observer

Early neural markers for individual difference in mathematical achievement determined from rational number processing

Tujuan penelitian ini yaitu agar dapat menganalisis permasalahan belajar matematika pada materi bilangan dan pengukuran di kelas II Sekolah Dasar. Subjek dari penelitian ini merupakan guru kelas II di SDN yang terletak di Jakarta Selatan. Pada pelaksanaan penelitian ini mengggunakan sebuah metode penelitian yang berupa deskriptif kualitatif melalui penggunaan teknik dengan wujud wawancara beserta observasi. Yang dihasilkan dari penelitian ini, terkait analisis kesulitan belajar matematika pada materi bilangan dan pengukuran siswa kelas II di Sekolah Dasar yang telah peneliti lakukan dapat disimpulkan bahwa (a) Siswa menganggap matematika sebagai mata pelajaran yang sulit; (b) Kurangnya pemahaman konsep matematika oleh siswa; (c) Kurangnya penggunaan media pembelajaran. Dan upaya yang peneliti temukan dalam menghadapi kesulitan belajar matematika pada materi bilangan dan pengukuran siswa kelas II, yaitu (a) Menggunakan metode, media, serta strategi pembelajaran yang menyenangkan seperti permainan matematika dan cerita matematika yang menarik sehingga dapat membantu siswa dalam memahami konsep matematika dengan baik; (b) Menggunakan pendekatan pembelajaran kontekstual; (c) Menggunakan peningkatan minat belajar matematika melalui pendekatan matematika realistik (PMR). 

Analisis Kesulitan Belajar Matematika pada Materi Bilangan dan Pengukuran Siswa Kelas II Sekolah Dasar Jakarta

Linear and nonlinear profiles of weak behavioral and neural differentiation between numerical operations in children with math learning difficulties.

Where for what: A meta-analysis for the category-specific activations for living/nonliving concepts in the past two decades.

Category-specific activations depend on imaging mode, task demand, and stimuli modality: An ALE meta-analysis.

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Linear and nonlinear profiles of weak behavioral and neural differentiation between numerical operations in children with math learning difficulties.

Where for what: A meta-analysis for the category-specific activations for living/nonliving concepts in the past two decades.

Category-specific activations depend on imaging mode, task demand, and stimuli modality: An ALE meta-analysis.