An fMRI intervention study of creative mathematical reasoning: behavioral and brain effects across different levels of cognitive ability

Linnea Karlsson Wirebring; Carola Wiklund-Hörnqvist; Sara Stillesjö; Carina Granberg; Johan Lithner; Micael Andersson; Lars Nyberg; Bert Jonsson

doi:10.1016/j.tine.2022.100193

An fMRI intervention study of creative mathematical reasoning: behavioral and brain effects across different levels of cognitive ability

Trends Neurosci Educ. 2022 Dec:29:100193. doi: 10.1016/j.tine.2022.100193. Epub 2022 Oct 12.

Authors

Linnea Karlsson Wirebring¹, Carola Wiklund-Hörnqvist², Sara Stillesjö³, Carina Granberg⁴, Johan Lithner⁵, Micael Andersson⁶, Lars Nyberg⁷, Bert Jonsson⁸

Affiliations

¹ Department of Psychology, Umeå University, SE-901 87, Umeå, Sweden; Umeå Center for Functional Brain Imaging (UFBI), Umeå University, SE-901 87, Umeå, Sweden. Electronic address: linnea.karlsson@umu.se.
² Department of Psychology, Umeå University, SE-901 87, Umeå, Sweden; Umeå Center for Functional Brain Imaging (UFBI), Umeå University, SE-901 87, Umeå, Sweden. Electronic address: carola.wiklund-hornqvist@umu.se.
³ Umeå Center for Functional Brain Imaging (UFBI), Umeå University, SE-901 87, Umeå, Sweden; Department of Applied Educational Science, Umeå University, SE-901 87, Umeå, Sweden. Electronic address: sara.stillesjo@umu.se.
⁴ Umeå Mathematics Education Research Centre, Umeå University, SE-901 87, Umeå, Sweden; Department of Applied Educational Science, Umeå University, SE-901 87, Umeå, Sweden. Electronic address: carina.granberg@umu.se.
⁵ Department of Science and Mathematics Education, Umeå University, SE-901 87, Umeå, Sweden; Umeå Mathematics Education Research Centre, Umeå University, SE-901 87, Umeå, Sweden. Electronic address: johan.lithner@umu.se.
⁶ Umeå Center for Functional Brain Imaging (UFBI), Umeå University, SE-901 87, Umeå, Sweden; Department of Integrative Medical Biology, Umeå University, SE-901 87, Umeå, Sweden. Electronic address: micael.andersson@umu.se.
⁷ Umeå Center for Functional Brain Imaging (UFBI), Umeå University, SE-901 87, Umeå, Sweden; Department of Integrative Medical Biology, Umeå University, SE-901 87, Umeå, Sweden; Department of Radiation Sciences, Umeå University, SE-901 87, Umeå, Sweden. Electronic address: lars.nyberg@umu.se.
⁸ Umeå Center for Functional Brain Imaging (UFBI), Umeå University, SE-901 87, Umeå, Sweden; Department of Applied Educational Science, Umeå University, SE-901 87, Umeå, Sweden. Electronic address: bert.jonsson@umu.se.

PMID: 36470621
DOI: 10.1016/j.tine.2022.100193

Abstract

Background: Many learning methods of mathematical reasoning encourage imitative procedures (algorithmic reasoning, AR) instead of more constructive reasoning processes (creative mathematical reasoning, CMR). Recent research suggest that learning with CMR compared to AR leads to better performance and differential brain activity during a subsequent test. Here, we considered the role of individual differences in cognitive ability in relation to effects of CMR.

Methods: We employed a within-subject intervention (N=72, M_Age=18.0) followed by a brain-imaging session (fMRI) one week later. A battery of cognitive tests preceded the intervention. Participants were divided into three cognitive ability groups based on their cognitive score (low, intermediate and high).

Results: On mathematical tasks previously practiced with CMR compared to AR we observed better performance, and higher brain activity in key regions for mathematical cognition such as left angular gyrus and left inferior/middle frontal gyrus. The CMR-effects did not interact with cognitive ability, albeit the effects on performance were driven by the intermediate and high cognitive ability groups.

Conclusions: Encouraging pupils to engage in constructive processes when learning mathematical reasoning confers lasting learning effects on brain activation, independent of cognitive ability. However, the lack of a CMR-effect on performance for the low cognitive ability group suggest future studies should focus on individualized learning interventions, allowing more opportunities for effortful struggle with CMR.

Keywords: Angular gyrus; Individual differences; Intervention; Mathematical reasoning; Problem solving; fMRI.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Brain / physiology
Brain Mapping* / methods
Cognition / physiology
Humans
Magnetic Resonance Imaging* / methods
Problem Solving / physiology