Prácticas de modelación matemática: un estudio de la actividad neuronal usando instrumentos de electroencefalograma – EEG.

Abstract

This research report, developed within the framework of postgraduate training in mathematics education under the Master’s in Education program at Universidad Distrital, is situated at the intersection of neuroscience and didactics—an approach that proposes an unprecedented perspective for analyzing mathematical learning and conducting research in mathematics education. Drawing on advances in the understanding of neural networks and their implications for cognitive processes (Gardner, 1993), a study was designed to explore the brain activity of prospective mathematics teachers while engaging in mathematical modeling tasks. To this end, electroencephalography (EEG) devices were used to record real-time neural activation patterns associated with different stages of a math modelling environment. The study was carried out in learning environments focused on the resolution of contextualized problems within a seminar of the Mathematics Teacher Education Program at Universidad Distrital. The results made it possible to identify variables and conditions that influence fluctuations in neural activity levels, particularly those related to short- and long-term memory processes. This research provides recent, rigorous empirical evidence on the relationship between mathematical modeling and brain activation, while also offering new perspectives for pedagogical design based on a neuroeducational understanding of learning. Consequently, it proposes a contemporary and thoughtful conceptual framework that invites the mathematics education community to engage with our approach and to reconsider the teaching of mathematics through a dialogue between emerging neuroscience and mathematics didactics.