Proposal for Monitoring Students' Self-Efficacy Using Neurophysiological Measures and Self-Report Scales.

The role of STEM-science, technology, engineering, mathematics-education is internationally recognized as critical to both the personal development of students and their future contribution to a country's economy as through this education they are equipped with the necessary twenty-first-century skills. As a result, there is a need to study the way in which such education affects students. In particular, the study of the self-efficacy factor is a contribution in this direction. Self-efficacy is a fundamental concept in the learning process as it contributes to shaping learning outcomes. Self-report scales are commonly used to measure self-efficacy; however, concerns in research circles have been raised regarding their limitations. On the other hand, there is a growing research interest in neurophysiological measures in the field of education, which seem to offer promising possibilities for understanding learning. Therefore, to better determine the impact of STEM education on students, a combination of self-report scales and neurophysiological measures is proposed to measure self-efficacy.

Neuroeducation and Mathematics: The Formation of New Educational Practices.

Recent research in educational neuroscience has established the correlation between the way the human brain works and the process of perceiving and learning mathematical concepts. In this chapter, a research approach is proposed, based on the principles of educational neuroscience, and focuses on the way students deal with new knowledge in mathematics. Initially, using neuroscientific techniques and a multidimensional approach to new knowledge, data will be collected from students. By collecting neurophysiological measurements and analyzing the data, an attempt will be made to formulate learning paths for a better understanding of fractional concepts, based on the needs of each student.

Proposal for Investigating Self-Efficacy in Mathematics Using a Portable EEG System.

The present research proposal focuses on the search for the relation-ship between self-efficacy in mathematics, performance in mathematical tests, cognitive function during solving mathematical problems, and characteristics of the participants. The purpose of this study is to clarify the role of neurocognitive findings in the interpretation of perceived mathematical self-efficacy and, in addition, to investigate to what extent can neurophysiological data complement findings from socio-cognitive research and thus enrich general cognitive theories for mathematics education. The proposed research will use data from different datasets (questionnaire, neurophysiological, and biometric measurements). For the EEG measures the MUSE 2 portable EEG system will be used. The proposed study attempts to investigate (a) if there is a correlation between overall math self-efficacy scores and brain function during math problem-solving, (b) if there is a correlation between high self-efficacy and high math test performance, and (c) how math self-efficacy relates to participants' demographic characteristics and perceived math self-efficacy before and after the experiment.

Debunking the Neuromyth of Learning Style.

Neuromyths are an important issue in the context of the educational practice, as the misunderstanding of teachers about how the human brain works lead to educational interventions that can have a negative impact on learning. In this study, neuromyths and the problems leading to education are initially defined and identified. Then, following the presentation of the qualitative study, the findings of the case study conducted on high school students regarding the neuromyth of learning styles were highlighted. From the findings, it seems that although learners may indicate or argue that they fit a particular learning style, it is not shown that they learn better with the preferred learning style. In addition, it appears from the findings of the study that learning through multiple representations is an educational practice that contributes to learning. The above highlights the need to train in-service teachers and educate prospective teachers in the principles of educational neuroscience, so that their educational interventions can have a positive impact on students' learning.

Cognitive Enhancement Through Mathematical Problem-Solving.

Nowadays, modern lifestyle along with the ever-growing technological and scientific advancement, especially in developed countries, has led to a significant increase of the middle age and elderly population. As a consequence, a substantial rise in neurodegenerative diseases has been reported, such as mild cognitive impairment, Alzheimer's disease, and other types of dementia. The aim of this paper is to study the impact of mathematical problem-solving on cognitive enhancement of adults. Moreover, the possible applicability of mathematical problem-solving as part of a treatment in cases of adults suffering from different levels of cognitive decline due to neurodegenerative diseases has been taken into consideration. For the needs of this study, a qualitative research was conducted in a sample of 16 participants, in order to confirm the effect of the mathematical problem-solving process on their cognition and its reinforcement, as stated by the participants. The results of this research, as interpreted, indicate a positive effect of mathematical problem-solving on adult cognition and on cognitive processes in general. Nonetheless, there are certain limitations to this research, deriving from its nature, while others derive from the measures enforced during the SARS-CoV-2 outbreak. Therefore, this chapter suggests that a more thorough quantitative research should be conducted in order to specifically measure the magnitude, as well as the time span of the impact of mathematical problem-solving on adult cognitive enhancement. Moreover, it is proposed that future studies should concentrate on the usefulness of mathematical problem-solving as a component in both invasive and noninvasive cognitive treatments used to cure or alleviate the aforementioned cognitive impairments.

An Application for Exploring Visual Perception: A Pilot Neuroeducational Study.

Neuroeducation of the human brain can be achieved with modern means and even with the use of computer applications. Thus, the idea for a painting application was born. This application focuses on the recreation of a two-dimensional geometric shape with fingers. Users are asked to draw a simple image with geometric shapes, from memory with the primary goal of correctly displaying the shapes of the original one. Based on the Rey-Osterrieth complex figure test, users are confronted with an image for a few seconds and are asked to locate the shapes in that image as well as to represent it as accurately as possible. The main concern is the categorization of users based on their score with the aim of mentally stimulating and training their brain. This categorization depends on how many shapes of the original image they have identified as well as how they have been designed. The main purpose of the application is the neuropsychological evaluation of its users, where it could be used to study information such as the degree of cognitive development in patients.

An Educational Scenario for the Learning of the Conic Section: Studying the Ellipse with the Use of Digital Tools and Elements of Differentiated Instruction and Cognitive Neurosciences.

This study presents an educational scenario for the learning of the conic section, the ellipse. The scenario was designed based on the results of neuroeducation research and upon the principles of differentiated instruction. The proposition includes utilization of multiple representational tools as well as several tangible tools, the use of which can support the context of differentiated instruction according to the principles of cognitive neurosciences. In addition, it includes a large number of activities derived from the real world and other disciplines. The proposed scenario lasts four teaching periods, during which students will have the opportunity to discover, to experiment with, and above all to collaboratively pursue learning while choosing their own learning path in the context of differentiated instruction.

Neuroeducation and Computer Programming: A Review.

Over the past 5 years, a significant number of studies focused on computer programming and code writing (software development, code comprehension, program debugging, code optimization, developer training), using the capabilities of brain imaging techniques and of biomarkers. With the use of the aforementioned techniques, researchers have explored the role of programming experience and knowledge, the relation between coding and writing, and the possibilities of improving program debugging with machine learning techniques. In this paper, a review of existing literature and discussion of research issues that should be examined in the future are explored. Research may link the neuroscientific field with training issues in programming, so as to contribute to the learning process.

Undergraduate Students' Brain Activity in Visual and Textual Programming.

Eight computer science students, novice programmers, who were in the first semester of their studies, participated in a field study in order to explore potential differences in their brain activity during programming with a visual versus a textual programming language. The students were asked to develop two specific programs in both programming languages (a total of four tasks). Measurements of cerebral activity were performed by the electroencephalography (EEG) imaging method. According to data analysis, it appears that the type of programming language did not affect the students' brain activity.

Exploring brain activity and transforming knowledge in visual and textual programming using neuroeducation approaches.

Eight (8) computer science students, novice programmers, who were in the first semester of their studies, participated in a field study in order to explore potential differences in their brain activity during programming with a visual programming language versus a textual programming language. The eight students were asked to develop two specific programs in both programming languages (a total of four tasks). The order of these programs was determined, while the order of languages in which they worked differed between the students. Measurement of cerebral activity was performed by the electroencephalography (EEG) imaging method. According to the analysis of the data it appears that the type of programming language did not affect the students' brain activity. Also, six students needed more time to successfully develop the programs they were asked with the first programming language versus the second one, regardless of the type of programming language that was first. In addition, it appears that six students did not show reducing or increasing brain activity as they spent their time on tasks and at the same time did not show a reduction or increase in the time they needed to develop the programs. Finally, the students showed higher average brain activity in the development of the fourth task than the third, and six of them showed higher average brain activity when developing the first versus the second program, regardless of the programming language. The results can contribute to: a) highlighting the need for a diverse educational approach for students when engaging in program development and b) identifying appropriate learning paths to enhance student education in programming.