THE IMPACT OF NEUROSCIENCE LITERACY ON SUSTAINABILITY OF THE STUDENTS’ MATHEMATICS LEARNING ENVIRONMENT

Learning mathematics is strongly related to brain function. Neuroscience research has defined how different areas of the brain will mechanise and respond to the complex process of learning mathematics. This interrelationship requires practical details and clarification. However, a lack of neuroscience information and literacy inhibits efforts to improve the mathematics learning environment. Therefore, this study aims to determine the impact of neuroscience literacy on the mathematics learning environment of students. A systematic literature review was conducted using the PRISMA strategy, with the input of keywords into databases such as Scopus, ScienceDirect, Google Scholar, Pubmed and Web of Science, to search for the best articles on the subject. The year of publication, objective, content, results and dense discussions were analysed. The results suggest that several aspects of neuroscience literacy like principles, mechanisms and practices, are deemed important and may bring a positive impact in learning mathematics. The attributes affect cognition, psychology and behaviour in shaping and sustaining the students’ mathematics learning environment based on personal, social, organisational and physical components or virtual spaces. As a result, neuroscience should be considered as an alternative to transforming and improving the outcome of mathematics learning among students.