Titlebook: Explorations in Learning and the Brain; On the Potential of Ton Jong,Tamara Gog,Annemarie Boschloo Book 2009 Springer-Verlag US 2009 Affec

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Introduction,en cognitive neuroscience and both the science and practice of education. Notable examples include the publications from the Centre for Educational Research and Innovation (CERI) of the OECD. Their 2002 report on learning sciences and the brain was recently followed by a report entitled ‘Understandi

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Learning Principles,zed by an emphasis on (structured) self-directed learning, the acquisition of insightful, conceptual, knowledge, and collaborative learning. They also embed the content in a (multimodal and multi-representational) realistic context (Mayer, 2001). The current chapter focuses on the representation of

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Numeracy and Mathematics Learning,ational science. Although there is no single agreed upon definition, numeracy implies an understanding of the concept of number and the ability to reason quantitatively. As such, it is considered the basis of both simple and complex mathematics.

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Learning Problems,m global intellectual deficits or a chronic problem of motivation are termed dyslexia. Quantifying the (world wide) prevalence of dyslexia would require a universally accepted definition and screening process, both of which are lacking. However, estimates range from 2% to 10% of the population, with

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Conclusion,ar that we are at the edge of an exciting new field of research. This has also been stated in recent papers in the neuroscience and cognitive science field (e.g., Ansari & Coch, 2006) in their paper on the need to build multiple bridges between cognitive neuroscience and education). At this very mom