Calculation Strategies for Addition in Arithmetic Verification Task: an Erp Study

Mathematical achievement is one of the foundations for a thriving society. The emerging field of Mind, Brain, and Education (MBE) aims to bring together biology, cognitive science, development, and education to create a strong research foundation for education. The neural underpinnings of arithmetic cognition will be explored by the event-related potential technique. First year, this study will use event-related brain potentials to investigate the differences between 20 High-Math-achievers and 20 Low-Math-achievers when processing arithmetic verification task. Adult participants will be selected from a sample of 200 students of Chang Gung University who had completed Calculus. Scores in their first semester calculus will be self-reported. Twenty participants who scored below the first quartile on calculus scores will be the Low-Math-achievers group. Also, twenty participants who scored above the third quartile on calculus scores will be the High-Math-achievers group. Second year, we plan to measure event-related brain potentials in 20 6th graders and 20 2nd graders when they perform arithmetic verification task.

Project ID:PF10507-1704
External Project ID:MOST105-2511-S182-017