Neuroeducación en la resolución de problemas verbales, funciones ejecutivas y comprensión lectora: revisión sistemática exploratoria

Aida Moreno Rus; Noelia Ventura-Campos; Mercedes Ventura Campos

doi:10.31637/epsir-2025-1376

Authors

Aida Moreno Rus Jaume I University https://orcid.org/0000-0001-8760-6491
Noelia Ventura-Campos Jaume I University https://orcid.org/0000-0002-0443-8048
Mercedes Ventura Campos Jaume I University https://orcid.org/0000-0001-5949-7144

DOI:

https://doi.org/10.31637/epsir-2025-1376

Keywords:

Brain Areas, Cognitive-Behavioral Variables, Executive Functions, influence, Mathematical Competence, Neuroeducation, Reading Comprehension, Verbal Problem Solving

Abstract

Introduction: Verbal problem-solving is an essential skill in mathematics education. This exploratory review aims to understand how executive functions and reading comprehension influence verbal problem-solving and which brain areas are involved. Methodology: Following the PRISMA-ScR method, searches were conducted in the WOS, Scopus, and Pubmed databases, focusing on the association between executive functions, reading comprehension, and verbal mathematical problem-solving, and reviews of related brain areas through MRI studies. Results: Nine out of 62 selected articles were analyzed, with 1912 participants aged between eight and 13 years. The results indicate a direct relationship between reading comprehension and executive functions in verbal problems-solving. The analysis of the brain areas involved suggests the existence of a fronto-cingulo-parietal network, including left superior temporal girus, which is activated in response to high cognitive demand. Discussion: The review shows that strong reading comprehension, influenced by executive functions, improves verbal problem solving. It highlights the need for further research in neuroeducation to examine the brain areas involved in this skill. Conclusions: Educational interventions should be aligned with the developmental levels of students' executive functions and reading comprehension abilities.

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Author Biographies

Aida Moreno Rus, Jaume I University

Student in the PhD program in psychology at the Universitat Jaume I. Graduate in Psychology from the University of Valencia and Master in Neuropsychology from the Universitat Oberta de Catalunya. Her thesis focuses on the neuroplasticity of the brain after learning in verbal mathematical problem solving, through the study of the brain with neuroimaging techniques.

Noelia Ventura-Campos, Jaume I University

Professor in the area of Didactics of Mathematics, specializing in mathematical neuroeducation. Her line of research focuses on improving the teaching of mathematics through innovative neuroeducational and didactic approaches, through the study of the brain with neuroimaging techniques during mathematical learning.

Mercedes Ventura Campos, Jaume I University

Assistant professor doctor. Specialist in positive education and neurodidactics. Her research focuses on improving well-being in educational institutions (teachers and students) through neurodidactic strategies and a positive psychology approach.

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