Abstract
In this paper we performed a comparative analysis of brain activity associated with transition from visual objects to symbolic objects in algebra and geometry. Algebraic tasks required translation from graphical to symbolic representation of a function whereas tasks in geometry required transition from a geometrical object to symbolic representation of its property. Geometry and Algebra Tests
were designed of batteries of short choice-reaction tasks. 32 right-handed male-students who excel in mathematics were chosen for comparative data analysis. We found that non gifted (NG) participants had higher brain activity than their gifted (G) counterparts. This difference was significant in the first stage of the task, 300-400 ms post stimulus at parieto-middle areas of the cortex. Moreover, higher brain activity was found during the geometry test as compared to the algebra test.
were designed of batteries of short choice-reaction tasks. 32 right-handed male-students who excel in mathematics were chosen for comparative data analysis. We found that non gifted (NG) participants had higher brain activity than their gifted (G) counterparts. This difference was significant in the first stage of the task, 300-400 ms post stimulus at parieto-middle areas of the cortex. Moreover, higher brain activity was found during the geometry test as compared to the algebra test.
| Original language | American English |
|---|---|
| Title of host publication | The electronic proceedings of the 12th International Congress on Mathematics Education (Topic Study Group-16: Visualization in mathematics education) |
| Place of Publication | Coex, Seoul, Korea |
| Pages | 1460-1469 |
| Number of pages | 9 |
| State | Published - 2012 |