Arithmetic is a complex process, confirms Stephan Vogel from the Department of Psychology. Several sub-processes in different regions of the brain lead to a result - and this can take time for the inexperienced. However, the neuroscientist argues that it is a lame excuse to regard maths as particularly difficult. "It is socially accepted to say that one is not good at it. In fact, learning to read is comparably complicated. But no one would admit to not being able to decipher a text."
Vogel has used EEG and MRI examinations to find out where the problem lies when someone struggles with adding or multiplying: "In this case, the understanding of quantities and numbers is often not sufficiently developed." We learn the first arithmetic steps in infancy. "At around six months, babies can already differentiate between quantities and recognise when something is added or removed," explains the researcher. Later on, children then have to connect the ideas of quantities with abstract symbols, i.e. numbers. This step is not easy for everyone - just like the connection between speech sounds and letters. "Dyscalculia and dyslexia often occur together," says the researcher.
Vogel is convinced that the importance of developing these basic concepts is still underestimated. It is therefore skipped over too quickly in everyday school life. This takes its toll on those who find it more difficult. "You have to make sure that understanding is well anchored in the first grade. This can be achieved with appropriate visual aids," explains the neuroscientist. Arranging number sequences correctly is one such possibility. Once children have mastered this, they can work more flexibly and efficiently. This leaves the "working memory" in their heads free for other operations.
Confusing symbols
What is actually a bigger hurdle in arithmetic than in writing: the limited inventory of symbols. "We have to put together an infinite number of numbers by simply arranging ten digits in different combinations. This can lead to confusion if our knowledge of them is not yet so well developed," says Vogel. Consolidating the number range up to ten first is a helpful measure. Raising awareness of the problem and pointing out potential errors is another. The psychologist, who is also part of the "Future Education" research network, is currently researching how this can best be achieved in practice as part of an FWF project.
The good news for those who prefer to use a calculator out of uncertainty: inexperienced and geniuses use the same areas of the brain when solving maths problems. So to get better at it, you don't need to rebuild your head, you just need training.
Tuesday, 3/11/2025
