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As the saying goes, learn mathematics, physics and chemistry well, and you are not afraid to travel around the world
.
The singularity cake cannot help asking, is mathematics, which is at the top of mathematics, physics and chemistry, really important? Recently, George Zacharopoulos and others from the University of Oxford in the United Kingdom published important research results in the PNAS journal [1].
They revealed the connection between brain development and mathematics education from a physiological perspective, and demonstrated the lack of correctness in mathematics education during adolescence.
Negative effects on brain plasticity and cognitive function
.
Recently, the highly anticipated college entrance examination results have finally been released.
After a while, a large number of students will enter their ivory tower
.
After many years, Singularity Cake still remembers all the hard work he put into advanced mathematics when he first went to college
.
Whenever I think of it, I can't help feeling that even from elementary school to college, why is mathematics so difficult to learn? ! However, young people in the United Kingdom and India can take the unusual path, and can choose to give up mathematics in continuing education (such as A-level courses) when they reach the age of 16
.
(Singularity Cake silently shed tears of envy) Rango, is it really a good thing to stop learning mathematics? A number of studies have shown that mathematics education is related to a number of quality of life indicators, including academic progress, socioeconomic status, employment, mental and physical health, and financial stability [2-4]
.
After controlling for a variety of potential confounding factors (such as socioeconomic status, etc.
), the study found that compared with students who continue to study mathematics, the economic income of students who do not take mathematics as an A-level course will be reduced by 11%
.
And there is no other A-level subject related to this wage premium [5]
.
At the neurobiological level, lack of mathematics education may affect the neurological changes in certain brain areas, such as the frontal and parietal area involved in the acquisition of mathematical skills [6]
.
When we look at neurotransmitters, we will find that γ-aminobutyric acid and glutamate act as the main inhibitory and excitatory neurotransmitters, respectively.
The lower γ-aminobutyric acid levels are related to the cognition of adolescents.
Poor function is related to [7-8]
.
Based on previous studies, George Zacharopoulos et al.
hypothesized that lack of mathematics education is related to a decrease in gamma-aminobutyric acid and/or an increase in glutamate in specific brain regions
.
In mathematics-related neuroimaging studies, two brain regions on the left parietal sulcus and middle frontal gyrus are often the focus of reports [9]; and previous studies in the field of digital cognition have shown that these brain regions are involved in cognitive training[10 -12]
.
Therefore, the neurotransmitter concentration of the left internal parietal sulcus and middle frontal gyrus became the focus of this study
.
A.
Inner Gap (IPS) B.
Middle Back (MFG) Because 16-year-old British teenagers can choose to stop their mathematics education, but they can still continue their studies in other subjects
.
Therefore, the research team can explore the impact of receiving and not receiving mathematics education on the brain development and cognitive abilities of adolescents in the same educational environment
.
The researchers divided 84 young people into 2 groups, the group who continued to study maths (Maths) and the group who stopped learning maths (non-Maths)
.
The study found that students in the non-Maths group performed worse in numerical operations and mathematical reasoning, and scored higher in math-related anxiety
.
So what are the differences in neurophysiology between the two groups of students? When using binary logistic regression analysis to identify whether students currently lack mathematics education through the concentration of γ-aminobutyric acid and glutamate in the middle frontal gyrus and parietal sulcus, the researchers found that the γ-aminobutyric acid in the middle frontal gyrus The lower the acid concentration, the higher the probability that students lack mathematics education
.
Compared with teenagers receiving mathematics education, teenagers lacking mathematics education had a decrease in the level of gamma-aminobutyric acid in the middle frontal gyrus.
The researchers used resting functional magnetic resonance (fMRI) to study the concentration of gamma-aminobutyric acid in the middle frontal gyrus.
Whether to regulate the functional connection between the left middle frontal gyrus and other parts of the brain
.
They found that the functional connections related to the concentration of γ-aminobutyric acid in the middle frontal gyrus were limited to the parietal cortex, including the upper right marginal gyrus and the bilateral upper lobules
.
A higher concentration of γ-aminobutyric acid in the middle frontal gyrus is associated with a negative connection, while a lower concentration of γ-aminobutyric acid in the middle frontal gyrus is associated with a positive connection
.
The higher the γ-aminobutyric acid level, the weaker the connection between the left middle frontal gyrus and the parietal cortex.
However, are these differences likely to exist before continuing mathematics education? The researchers tested 42 students who have not yet started the A-level course.
These students have decided whether to include mathematics in the A-level course, but they are still learning mathematics
.
Interestingly, before the teenage students did not give up studying mathematics, the gamma-aminobutyric acid level of each student was almost the same
.
Based on the above research results, the decrease in the concentration of γ-aminobutyric acid in the middle gyrus may reflect the lack of mathematics education, and continuing mathematics education is conducive to better gaining mathematics knowledge
.
According to the theory of plasticity, the concentration of γ-aminobutyric acid in the middle gyrus may predict the future mathematical ability
.
In order to verify this hypothesis, the researchers performed standardized numerical calculations and mathematical reasoning tests on the enrolled students 19.
37 months after they completed the detection of the concentration of γ-aminobutyric acid in their foreheads
.
Sure enough, analysis showed that the concentration of γ-aminobutyric acid in the middle frontal gyrus was a significant predictor of mathematical reasoning ability after 19 months
.
The level of γ-aminobutyric acid in the frontal middle gyrus is positively correlated with future mathematical reasoning ability.
One of the main researchers, said Roi Cohen Kadosh, professor of cognitive neuroscience from the University of Oxford [13], "Mathematical skills and employment, socioeconomic status, and physical and mental Health and many other aspects are closely related
.
Adolescence is an important period in an individual’s life and is related to important brain and cognitive changes
.
Unfortunately, having the right to choose to stop learning mathematics at this age seems to have led to the cessation of learning mathematics for teenagers and continuing The gap between young people studying mathematics
.
"Of course, this research also puts forward further thinking
.
1.
How does the concentration of γ-aminobutyric acid in the middle frontal gyrus affect other cognitive abilities (such as working memory and logic) related to mathematics education? 2.
Should mathematics education be compulsory during adolescence? 3.
Since not every teenager likes mathematics, should non-mathematics training (such as reasoning and logic) be used instead of simple and rude termination of mathematics education? Let us look forward to more in-depth research to provide guidance for youth education ~ References: [1] Zacharopoulos G, Sella F, Cohen Kadosh R.
The impact of a lack of mathematical education on brain development and future attainment.
Proc Natl Acad Sci US A.
2021;118(24):e2013155118.
doi:10.
1073/pnas.
2013155118.
[2] Gerardi K, Goette L, Meier S.
Numerical ability predicts mortgage default.
Proc Natl Acad Sci US A.
2013;110(28) :11267-11271.
doi:10.
1073/pnas.
1220568110.
[3] Duncan GJ, Dowsett CJ, Claessens A, et al.
School readiness and later achievement [published correction appears in Dev Psychol.
2008 Jan;44(1):232 ].
Dev Psychol.
2007;43(6):1428-1446.
doi:10.
1037/0012-1649.
43.
6.
1428.
[4] Ritchie SJ, Bates TC.
.
The singularity cake cannot help asking, is mathematics, which is at the top of mathematics, physics and chemistry, really important? Recently, George Zacharopoulos and others from the University of Oxford in the United Kingdom published important research results in the PNAS journal [1].
They revealed the connection between brain development and mathematics education from a physiological perspective, and demonstrated the lack of correctness in mathematics education during adolescence.
Negative effects on brain plasticity and cognitive function
.
Recently, the highly anticipated college entrance examination results have finally been released.
After a while, a large number of students will enter their ivory tower
.
After many years, Singularity Cake still remembers all the hard work he put into advanced mathematics when he first went to college
.
Whenever I think of it, I can't help feeling that even from elementary school to college, why is mathematics so difficult to learn? ! However, young people in the United Kingdom and India can take the unusual path, and can choose to give up mathematics in continuing education (such as A-level courses) when they reach the age of 16
.
(Singularity Cake silently shed tears of envy) Rango, is it really a good thing to stop learning mathematics? A number of studies have shown that mathematics education is related to a number of quality of life indicators, including academic progress, socioeconomic status, employment, mental and physical health, and financial stability [2-4]
.
After controlling for a variety of potential confounding factors (such as socioeconomic status, etc.
), the study found that compared with students who continue to study mathematics, the economic income of students who do not take mathematics as an A-level course will be reduced by 11%
.
And there is no other A-level subject related to this wage premium [5]
.
At the neurobiological level, lack of mathematics education may affect the neurological changes in certain brain areas, such as the frontal and parietal area involved in the acquisition of mathematical skills [6]
.
When we look at neurotransmitters, we will find that γ-aminobutyric acid and glutamate act as the main inhibitory and excitatory neurotransmitters, respectively.
The lower γ-aminobutyric acid levels are related to the cognition of adolescents.
Poor function is related to [7-8]
.
Based on previous studies, George Zacharopoulos et al.
hypothesized that lack of mathematics education is related to a decrease in gamma-aminobutyric acid and/or an increase in glutamate in specific brain regions
.
In mathematics-related neuroimaging studies, two brain regions on the left parietal sulcus and middle frontal gyrus are often the focus of reports [9]; and previous studies in the field of digital cognition have shown that these brain regions are involved in cognitive training[10 -12]
.
Therefore, the neurotransmitter concentration of the left internal parietal sulcus and middle frontal gyrus became the focus of this study
.
A.
Inner Gap (IPS) B.
Middle Back (MFG) Because 16-year-old British teenagers can choose to stop their mathematics education, but they can still continue their studies in other subjects
.
Therefore, the research team can explore the impact of receiving and not receiving mathematics education on the brain development and cognitive abilities of adolescents in the same educational environment
.
The researchers divided 84 young people into 2 groups, the group who continued to study maths (Maths) and the group who stopped learning maths (non-Maths)
.
The study found that students in the non-Maths group performed worse in numerical operations and mathematical reasoning, and scored higher in math-related anxiety
.
So what are the differences in neurophysiology between the two groups of students? When using binary logistic regression analysis to identify whether students currently lack mathematics education through the concentration of γ-aminobutyric acid and glutamate in the middle frontal gyrus and parietal sulcus, the researchers found that the γ-aminobutyric acid in the middle frontal gyrus The lower the acid concentration, the higher the probability that students lack mathematics education
.
Compared with teenagers receiving mathematics education, teenagers lacking mathematics education had a decrease in the level of gamma-aminobutyric acid in the middle frontal gyrus.
The researchers used resting functional magnetic resonance (fMRI) to study the concentration of gamma-aminobutyric acid in the middle frontal gyrus.
Whether to regulate the functional connection between the left middle frontal gyrus and other parts of the brain
.
They found that the functional connections related to the concentration of γ-aminobutyric acid in the middle frontal gyrus were limited to the parietal cortex, including the upper right marginal gyrus and the bilateral upper lobules
.
A higher concentration of γ-aminobutyric acid in the middle frontal gyrus is associated with a negative connection, while a lower concentration of γ-aminobutyric acid in the middle frontal gyrus is associated with a positive connection
.
The higher the γ-aminobutyric acid level, the weaker the connection between the left middle frontal gyrus and the parietal cortex.
However, are these differences likely to exist before continuing mathematics education? The researchers tested 42 students who have not yet started the A-level course.
These students have decided whether to include mathematics in the A-level course, but they are still learning mathematics
.
Interestingly, before the teenage students did not give up studying mathematics, the gamma-aminobutyric acid level of each student was almost the same
.
Based on the above research results, the decrease in the concentration of γ-aminobutyric acid in the middle gyrus may reflect the lack of mathematics education, and continuing mathematics education is conducive to better gaining mathematics knowledge
.
According to the theory of plasticity, the concentration of γ-aminobutyric acid in the middle gyrus may predict the future mathematical ability
.
In order to verify this hypothesis, the researchers performed standardized numerical calculations and mathematical reasoning tests on the enrolled students 19.
37 months after they completed the detection of the concentration of γ-aminobutyric acid in their foreheads
.
Sure enough, analysis showed that the concentration of γ-aminobutyric acid in the middle frontal gyrus was a significant predictor of mathematical reasoning ability after 19 months
.
The level of γ-aminobutyric acid in the frontal middle gyrus is positively correlated with future mathematical reasoning ability.
One of the main researchers, said Roi Cohen Kadosh, professor of cognitive neuroscience from the University of Oxford [13], "Mathematical skills and employment, socioeconomic status, and physical and mental Health and many other aspects are closely related
.
Adolescence is an important period in an individual’s life and is related to important brain and cognitive changes
.
Unfortunately, having the right to choose to stop learning mathematics at this age seems to have led to the cessation of learning mathematics for teenagers and continuing The gap between young people studying mathematics
.
"Of course, this research also puts forward further thinking
.
1.
How does the concentration of γ-aminobutyric acid in the middle frontal gyrus affect other cognitive abilities (such as working memory and logic) related to mathematics education? 2.
Should mathematics education be compulsory during adolescence? 3.
Since not every teenager likes mathematics, should non-mathematics training (such as reasoning and logic) be used instead of simple and rude termination of mathematics education? Let us look forward to more in-depth research to provide guidance for youth education ~ References: [1] Zacharopoulos G, Sella F, Cohen Kadosh R.
The impact of a lack of mathematical education on brain development and future attainment.
Proc Natl Acad Sci US A.
2021;118(24):e2013155118.
doi:10.
1073/pnas.
2013155118.
[2] Gerardi K, Goette L, Meier S.
Numerical ability predicts mortgage default.
Proc Natl Acad Sci US A.
2013;110(28) :11267-11271.
doi:10.
1073/pnas.
1220568110.
[3] Duncan GJ, Dowsett CJ, Claessens A, et al.
School readiness and later achievement [published correction appears in Dev Psychol.
2008 Jan;44(1):232 ].
Dev Psychol.
2007;43(6):1428-1446.
doi:10.
1037/0012-1649.
43.
6.
1428.
[4] Ritchie SJ, Bates TC.
