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Cortica

Perspective

Vol. 4 No. 1 (2025): Les neurosciences de l'éducation au service du grand public

Comprendre les enjeux liés aux apprentissages des mathématiques chez les adolescent·e·s âgé·e·s de 15 à 19 ans en formation post-obligatoire

  • Delphine Jaggi
DOI
https://doi.org/10.26034/cortica.2025.7050
Submitted
March 12, 2025
Published
2025-03-21

Abstract

This study explores the challenges faced by adolescents aged 15 to 19 in learning mathematics in post-compulsory education. It draws on educational neuroscience and the PRESENCE model to examine how self-perception, emotions, and learning strategies influence academic success. The study employs a mixed-methods approach, combining classroom observations, questionnaires, and hands-on workshops designed to enhance student motivation and self-determination. Findings indicate that implementing a metacognitive approach and raising awareness about brain functioning improve student engagement and their ability to overcome difficulties. The study highlights the importance of tailored pedagogy, integrating neuroscientific principles, to foster academic perseverance and strengthen students' confidence in their mathematical abilities.

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