Brain and Maths in Ibero-America, Volume 282 in the Progress in Brain Research series, highlights new advances in the field, with this new volume presenting interesting chapters written by an international board of authors.
1. Cover image - p. i 2. Table of Contents - p. iii 3. Series Page - p. iii 4. Copyright - p. iii 5. Contributors - p. iii 6. Preface - p. ix 7. Chapter One: Conceptual foundations of early numeracy: Evidence from infant brain data - p. 1 8. Chapter Two: Anatomical connectivity in children with developmental dyscalculia: A graph theory study - p. 17 9. Chapter Three: Exploring the potential of eye tracking on personalized learning and real-time feedback in modern education - p. 49 10. Chapter Four: The neural correlates of interference effects of numerical Stroop task: An ALE meta-analysis and connectometry - p. 71 11. Chapter Five: Effects of prefrontal and parietal neuromodulation on magnitude processing and integration - p. 95 12. Chapter Six: Analyzing teacher–student interactions through graph theory applied to hyperscanning fNIRS data - p. 123
Brain and Maths in Ibero-America, Volume 282 in the Progress in Brain Research series, highlights new advances in the field, with this new volume presenting interesting chapters written by an international board of authors.
1. Cover image - p. i 2. Table of Contents - p. iii 3. Series Page - p. iii 4. Copyright - p. iii 5. Contributors - p. iii 6. Preface - p. ix 7. Chapter One: Conceptual foundations of early numeracy: Evidence from infant brain data - p. 1 8. Chapter Two: Anatomical connectivity in children with developmental dyscalculia: A graph theory study - p. 17 9. Chapter Three: Exploring the potential of eye tracking on personalized learning and real-time feedback in modern education - p. 49 10. Chapter Four: The neural correlates of interference effects of numerical Stroop task: An ALE meta-analysis and connectometry - p. 71 11. Chapter Five: Effects of prefrontal and parietal neuromodulation on magnitude processing and integration - p. 95 12. Chapter Six: Analyzing teacher–student interactions through graph theory applied to hyperscanning fNIRS data - p. 123
