🧠 Don't math like you? Your brain might be different

Why do some people encounter persistent difficulties in mathematics?

The classic explanation typically points to a simple misunderstanding of numbers. However, a recent study offers a different perspective, suggesting the real challenge might lie in how the brain manages errors.

To explore this lead, a team from Stanford University delved into the subject. Researchers observed children faced with quantity comparison exercises, presented as numbers or groups of dots. Their approach wasn't limited to counting correct answers; it analyzed the evolution of performance across attempts, seeking to understand how each child adjusted their strategy.


The model developed by the scientists highlighted a key element. Young people with math difficulties showed a tendency to repeat the same approaches, even after making mistakes. Their way of solving problems remained irregular, without notable improvement during the tests. This contrasts with typical children, who more easily modified their methods based on the results.

To go further, brain imaging exams allowed them to see what was happening beneath the surface. In children with difficulties, activity was less marked in areas linked to performance monitoring and behavioral adaptation. This reduced activity proved to be an indicator that could distinguish profiles of mathematical ability.

According to the authors, these observations reveal that the problem might extend beyond the strict framework of calculation. The study's lead, Hyesang Chang, explains that these limitations might involve broader cognitive abilities, like the capacity to monitor one's own progress and adjust one's actions during learning.

The perspectives of this research are future-oriented. The team plans to expand its work to larger groups, including children with other types of learning difficulties. The goal is to determine if these challenges of strategic adaptation play a similar role in other subjects, which could pave the way for more targeted teaching methods.

This study, published in the Journal of Neuroscience, thus provides new insight into the brain mechanisms of learning.