NEUROPEDAGOGICAL ASPECTS OF MATHEMATICS TEACHING IN THE PRIMARY STAGE (GRADES 1-4)

Abstract

The aim of this article is to provide a theoretical synthesis of key findings from cognitive neuroscience that reveal the fundamental mechanisms of mathematical learning in primary school children (grades 1-4). The article aims to build a bridge between fundamental brain science and everyday pedagogical practice by proposing scientifically based approaches to overcome common difficulties and negative attitudes towards mathematics. The methodology used is a systematic review and analysis of interdisciplinary scientific literature, covering publications from the fields of cognitive neuroscience, developmental psychology, educational neuroscience and mathematics education pedagogy. The focus is on the "translation" of neuroscientific principles into the language of pedagogy in order to develop effective and brain-based teaching strategies. The results of the analysis identify three main neurocognitive pillars of mathematical learning. The first is the innate "number sense" (Approximate Number System - ANS), localized in the intraparietal sulcus, and the critical transition from this intuitive foundation to the abstract symbolic system of formal mathematics. The second pillar is the central role of cognitive functions such as working memory, which acts as a "mental workspace" for solving multi-step problems, and visual-spatial thinking, which underlies the understanding of geometry and number lines. The third pillar is the modulating effect of emotions. It has been found that mathematical anxiety activates the amygdala and blocks cognitive resources, while a positive and engaging environment stimulates the dopamine reward system, which facilitates learning and memory. In conclusion, it is stated that mathematical competence is not a given in advance, but is a developmental process that is highly dependent on the correspondence between pedagogical methods and the natural mechanisms of the brain. Success in mathematics is built on the construction of a strong neurocognitive foundation, not on the mechanical learning of procedures. Based on these conclusions, several recommendations are formulated. It is necessary to integrate basic knowledge of educational neuroscience into teacher training so that they can understand "why" certain methods are effective. Mathematics curricula should be revised, emphasizing the deep development of number sense, flexible thinking and the construction of a positive mathematical identity in each student. Strengthening collaboration between neuroscientists, psychologists and educators is encouraged to conduct more applied research in real classrooms. The article concludes by presenting a framework of specific, scientifically based neuropedagogical strategies for practical application in the classroom, including creating an emotionally safe environment, using multisensory approaches and managing cognitive load.