Exploring neuro-mathematical connections in the resolution of a contextualized geometric problem

The research aim is to explore the neuro-mathematical connections activated by high school and university students when solving a contextualized geometric problem. The theoretical framework used was a network between Connections Theory and the Onto-semiotic Approach, highlighting the typology of neuro-mathematical connections. The methodology was qualitative and descriptive, developed in three phases: selection of volunteer participants willing to collaborate on the project; data collection was carried out by applying a problem about the volume of two boxes and recording a video in which the high school student solved the problem; data analysis was performed through a theoretical foundation, revealing neuro-mathematical connections. The results considered mathematical practices, processes, objects, and semiotic functions, which are fundamental to detailing the neuro-mathematical connections activated by the students: recognition of terms and symbols; visual perception, spatial skills and motor coordination; association of mathematical concepts and formulas; intermediate calculations and unit conversion; solving operations step by step and understanding the process; verification and conclusion. This analysis of mathematical and neuro-mathematical connections is more in-depth and is consistent with what is stated in the Extended Theory of Connections when they mention that a connection is a cognitive process.