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Vygotsky, L. Mind in society: The development of higher psychological processes. Harvard University Press, MA: Cambridge, 1978.

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Article

Educational Neuroscience, Educational Psychology, and Classroom Pedagogy as a System

1Mathematics Department, City University of New York, Hostos Community College, Bronx, NY, USA


American Journal of Educational Research. 2017, Vol. 5 No. 4, 384-391
DOI: 10.12691/education-5-4-6
Copyright © 2017 Science and Education Publishing

Cite this paper:
Alexander Vaninsky. Educational Neuroscience, Educational Psychology, and Classroom Pedagogy as a System. American Journal of Educational Research. 2017; 5(4):384-391. doi: 10.12691/education-5-4-6.

Correspondence to: Alexander  Vaninsky, Mathematics Department, City University of New York, Hostos Community College, Bronx, NY, USA. Email: avaninsky@hostos.cuny.edu

Abstract

This paper introduces a view of educational process as a 3-layer system comprising human brain, personality psychology, and classroom pedagogy. It aims to present a classroom as a place where educational neuroscience and educational psychology meet to result in effective pedagogy. The paper demonstrates the advantages of such approach for mathematics education. Among them are understanding of mathematical anxiety as a defensive reaction of the brain on operating memory overflow, finding gifted and talented students objectively, assertion of possible limitations on the educational goals given unfavorable conditions, restricted time of information perception, limited liability of teachers and instructors for the success of their students, and opportunities for better outcomes when group learning, peer leadership, or cross-discipline teaching and learning are implemented. As examples of applications, a technology - based teaching technique MARTA and Virtual/Augmented Reality are discussed.

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