Exciting the brain could be key to boosting maths learning, says new study
Exciting a brain region using electrical noise stimulation can help improve mathematical learning in those who struggle with the subject, according to a new study from the Universities of Surrey and Oxford, Loughborough University, and Radboud University in The Netherlands.
During this unique study, researchers investigated the impact of neurostimulation on learning. Despite the growing interest in this non-invasive technique, little is known about the neurophysiological changes induced and the effect it has on learning.
Researchers found that electrical noise stimulation over the frontal part of the brain improved the mathematical ability of people whose brain was less excited (by mathematics) before the application of stimulation. No improvement in mathematical scores was identified in those who had a high level of brain excitation during the initial assessment or in the placebo groups. Researchers believe that electrical noise stimulation acts on the sodium channels in the brain, interfering with the cell membrane of the neurons, which increases cortical excitability.
Professor Roi Cohen Kadosh, Professor of Cognitive Neuroscience and Head of the School of Psychology at the University of Surrey who led this project, said:
“Learning is key to everything we do in life – from developing new skills, such as driving a car, to learning how to code. Our brains are constantly absorbing and acquiring new knowledge.
“Previously, we have shown that a person’s ability to learn is associated with neuronal excitation in their brains. What we wanted to discover in this case is if our novel stimulation protocol could boost, in other words excite, this activity and improve mathematical skills.”
For the study, 102 participants were recruited, and their mathematical skills were assessed through a series of multiplication problems. Participants were then split into four groups: a learning group exposed to high-frequency random electrical noise stimulation, an overlearning group in which participants practised the multiplication beyond the point of mastery with high-frequency random electrical noise stimulation. The remaining two groups, consisted of a learning and overlearning group but they were exposed to a sham (i.e., placebo) condition, an experience akin to real stimulation without applying significant electrical currents. EEG recordings were taken at the beginning and at the end of the stimulation to measure brain activity.
Dr Nienke van Bueren from Radboud University, who led this work under Professor Cohen Kadosh's supervision, said:
“These findings highlight that individuals with lower brain excitability may be more receptive to noise stimulation, leading to enhanced learning outcomes, while those with high brain excitability might not experience the same benefits in their mathematical abilities.”
Professor Cohen Kadosh adds:
“What we have found is how this promising neurostimulation works and under which conditions the stimulation protocol is most effective. This discovery could not only pave the way for a more tailored approach in a person’s learning journey but also shed light on the optimal timing and duration of its application.”
This study was published in PL0S Biology
JOURNAL
PLoS Biology
METHOD OF RESEARCH
Observational study
ARTICLE TITLE
Human Neuronal Excitation/Inhibition Balance Explains and Predicts Neurostimulation Induced Learning Benefits
Student engagement improves calculus class outcomes among undergraduates
A randomized trial involving 811 undergraduate students at a U.S. Hispanic-Serving Institution (HIS) university found that students assigned to calculus classes focused on collaborative learning and student engagement had a greater understanding of calculus concepts and improved grades compared to those assigned to classes taught in a traditional lecture style. Laird Kramer and colleagues note that the success of the engagement “treatment” occurred across all racial and ethnic groups, academic majors, and genders. Since calculus is usually a foundation for further study in STEM majors, improving student success is critical for removing barriers to STEM degrees and STEM professions, especially among traditionally underserved students. Kramer et al.’s study at Florida International University, conducted over three semesters, used an engagement model that cultivates “mathematical habits of mind,” including identifying patterns, making connections, and developing and testing hypotheses, mostly in small groups of students with minimal lecturing. Historic pass rates for the introductory calculus class (conducted mostly as lectures) averaged 55%, but the engagement treatment improved this pass rate by 11%, the researchers note. Applying this improvement to all first-time calculus students at the university would translate to 220 additional students passing calculus each year—and 33,000 U.S. students annually if the engagement classes were taught nationwide. The improvements would reduce the number of classes needed each semester and save students nationwide an estimated $23.9 million in tuition, the researchers calculate.
In this week’s Science Podcast, host Sarah Crespi talks with Kramer about his group’s work shaking up the calculus curriculum, and with Science staffers about their own calculus trauma, from fear of spinning shapes to thinking twice about majoring in physics. Beyond anecdotes, research has shown that many students, particularly women and minority students, are deterred from continuing in STEM fields by their experience in calculus courses. The results from Kramer and team show a significant increase in student retention after exposure to a different teaching approach. The podcast discussing the Kramer et al. study will be available at https://www.science.org/podcasts on Thursday, August 31 at 2pm US ET.
JOURNAL
Science
ARTICLE TITLE
Establishing a new standard of care for calculus using trials with randomized student allocation
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