### Abstract

Original language | English |
---|---|

Pages (from-to) | 417-429 |

Number of pages | 13 |

Journal | Reviews in the Neurosciences |

Volume | 28 |

Issue number | 4 |

Early online date | 03 Feb 2017 |

DOIs | |

Publication status | Published - 24 May 2017 |

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### Cite this

*Reviews in the Neurosciences*,

*28*(4), 417-429. https://doi.org/10.1515/revneuro-2016-0065

}

*Reviews in the Neurosciences*, vol. 28, no. 4, pp. 417-429. https://doi.org/10.1515/revneuro-2016-0065

**Mathematics, anxiety, and the brain.** / Moustafa, Ahmed A.; Tindle, Richard; Ansari, Zaheda; Doyle, Margery J.; Hewedi, Doaa H.; Eissa, Abeer.

Research output: Contribution to journal › Article

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

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.

KW - cognition

KW - math anxiety

KW - math education

KW - math learning disability

KW - neural studies

KW - parietal cortex

KW - prefrontal cortex

KW - working memory

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

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

U2 - 10.1515/revneuro-2016-0065

DO - 10.1515/revneuro-2016-0065

M3 - Article

VL - 28

SP - 417

EP - 429

JO - Reviews in the Neurosciences

JF - Reviews in the Neurosciences

SN - 0334-1763

IS - 4

ER -