Neuroscience as a mediator of mathematical learning in General Basic Education

Neuroscience-based strategies focus on applying knowledge of brain functioning to facilitate the teaching and learning of mathematics. The present research aimed to analyze how neuroscience-based strategies improve the learning of mathematics in higher basic education. The methodology reflects a research with a mixed approach, descriptive scope, documentary and field type; with the application of three methods: bibliographic, deductive and statistical; for the collection of empirical data, it was applied the survey technique and as an instrument, the questionnaire. The data obtained show that the strategies have a neuropedagogical foundation that focuses on promoting long-term learning in students; and, that teachers mostly use cognitive, metacognitive, socio-affective strategies and, occasionally, playful and technological strategies. It is concluded that the most frequently applied strategies consider activation of previous learning, reflection and interaction, and less frequently, those that promote creativity and motivation, without adequate use of digital resources. Therefore, it is necessary to implement playful activities and use technological tools for the teaching of Mathematics.