Scientists claim that studying math beyond GCSEs aids brain development

According to a study, students who drop out of math at the age of 16 have lower levels of a brain chemical that is important for brain and cognitive development than those who continue arithmetic

Researchers from the University of Oxford discovered that those who stopped studying math after their GCSEs had lower levels of gamma-aminobutyric acid, a chemical important for brain development, than those who continued studying math after 16 years. The decrease in the neurotransmitter was discovered in a vital section of the brain that promotes math, memory, learning, reasoning, and problem solving – and experts cautioned that it could put affected pupils at a disadvantage. Researchers from the university’s department of experimental psychology recruited more than 130 youngsters aged 14 to 18 for the study.

Children over the age of sixteen were asked if they had already discontinued studying math, while younger students were asked if they planned to stop studying algebra. They each had a brain scan and a cognitive evaluation, and they were followed up on 19 months later. According to the study, which was published in the Proceedings of the National Academy of Sciences, researchers were able to distinguish with those who studied math beyond 16 and those who did not based on quantities of a brain chemical in each student. They also observed that the quantity of neurochemical present predicted changes in mathematical achievement 19 months later, regardless of the fact that there were no differences in the coagulation factors existing before the youths started.

The findings are significant because, unlike much of the rest of the world, children in the Great Britain are free to quit Maths at the age of 16. Those in favour of extending compulsory math until the age of 18 are sure to capture on these. They also voice issues regarding the influence of Covid-related disturbances on children’s cognitive development. “Adolescence is a crucial stage in life that is linked with significant brain and cognitive changes,” said Prof Roi Cohen Kadosh, a cognitive neuroscientist at Oxford who led the study. Sadly, the option to stop study maths at this age usually results in a disparity between teens who discontinue their mathematics education and those who stay.

“Our research adds to our biological understanding of the effects of education on the developing brain as well as the reciprocal relationship between biology and education. It’s unclear how this imbalance, or its long-term consequences, may be avoided.” Recognizing that not every teen appreciates arithmetic, he suggested that alternatives that provide the same effect be researched, such as logic and reasoning training, which engages the same brain area as math. Dr. Tanya Evans of Stanford University conducted a study that found that pupils who solve math issues in their daily lives have better reasoning skills than those who do not. Aside from that, the students practise their math skills by solving math questions. We workout to keep our bodies in shape. Similarly, we must engage in brain exercise to maintain our minds healthy and active. There are a variety of ways to exercise your brain, but the most effective and durable one is to do so.

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