This talk explores the role of emotions in learning mathematics, with a particular focus on math anxiety and self-efficacy from a neuroscience perspective. Drawing on research evidence, it examines how negative emotional responses—such as fear or tension—can interfere with students’ performance, while positive beliefs about one’s own abilities can foster engagement and achievement.
It also addresses persistent gender gaps in mathematics, highlighting how emotional factors—especially math anxiety and self-efficacy—affect girls’ participation, performance, and long-term educational choices. These differences are not merely individual, but are shaped by social expectations, classroom dynamics, and broader cultural narratives about mathematics and who “belongs” in it.
Furthermore, the talk reflects on the role of educational systems and teachers in shaping these emotional experiences, particularly in a context where new technologies, including artificial intelligence, are increasingly present in the classroom. While AI can support learning, it cannot replace the human capacity to recognize and respond to students’ emotions—an essential component of meaningful mathematical learning. The importance of using concrete manipulatives and problem-solving approaches is also emphasized.
Ultimately, the talk invites a rethinking of how mathematics is taught and experienced, moving towards more inclusive, emotionally aware, and equitable learning environments that enable all students to develop a positive relationship with the discipline.
https://www.youtube.com/watch?v=asCFBoe4mio
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