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  • 1.
    Alaie, Iman
    et al.
    Uppsala universitet.
    Frick, Andreas
    Uppsala universitet.
    Marteinsdottir, Ina
    Linköping University.
    Hartvig, Per
    Copenhagen University.
    Tillfors, Maria
    Örebro universitet.
    Eriksson, Elias
    Gothenburg University.
    Fredrikson, Mats
    Uppsala universitet.
    Furmark, Tomas
    Uppsala universitet.
    Serotonin Synthesis Rate and the Tryptophan Hydroxylase-2 G-703T Polymorphism in Social Anxiety Disorder2014In: Biological Psychiatry, ISSN 0006-3223, E-ISSN 1873-2402, Vol. 75, no 9, p. 357S-357SArticle in journal (Refereed)
  • 2.
    Karlsson Wirebring, Linnea
    et al.
    Umeå universitet.
    Lithner, Johan
    Umeå universitet.
    Jonsson, Bert
    Umeå universitet.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Norqvist, Mathias
    Umeå universitet.
    Lars, Nyberg
    Umeå universitet.
    Learning mathematics without a suggested solution method: Durable effects on performance and brain activity2015In: Trends in Neuroscience and Education, ISSN 2452-0837, E-ISSN 2211-9493, Vol. 4, no 1-2, p. 6-14Article, book review (Other academic)
    Abstract [en]

    A dominant mathematics Leaching method is to present a solution method and let pupils repeatedly practice it. An alternative method is to let pupils create a solution method themselves. The current study compared these two approaches in terms of lasting effects on performance and brain activity. Seventy-three participants practiced mathematics according to one of the two approaches. One week later, participants underwent BM while being tested on the practice tasks. Participants who had created the solution method themselves performed better at the test questions. In both conditions, participants engaged a fronto-parietal network more when solving test questions compared to a baseline task. Importantly, participants who had created the solution method themselves showed relatively lower brain activity in angular gyros, possibly reflecting reduced demands on verbal memory. These results indicate that there might be advantages to creating the solution method oneself, and thus have implications for the design of teaching methods.

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