Bridging cognitive neuroscience and education: Insights from EEG recording during mathematical proof evaluation

Background: Much of modern mathematics education prioritizes symbolic formalism even at the expense of nonsymbolic intuition, we contextualize our study in the ongoing debates on the balance between symbolic and nonsymbolic reasoning. We explore the dissociation of oscillatory dynamics between algebraic (symbolic) and geometric (non-symbolic) processing in advanced mathematical reasoning during a naturalistic design. Method: Employing mobile EEG technology, we investigated students' beta and gamma wave patterns over frontal and parietal regions while they engaged with mathematical demonstrations in symbolic and non-symbolic formats within a tutor-student framework. We used extended, naturalistic stimuli to approximate an authentic educational setting. Conclusion: Our findings reveal nuanced distinctions in neural processing, particularly in terms of gamma waves and activity in parietal regions. Furthermore, no clear overall format preference emerged from the neuroscientific perspective despite students rating symbolic demonstrations higher for understanding and familiarity.