ABSTRACT
This chapter sets out to map the interdisciplinary journey from neuroscience findings that illuminate some form of conceptual understanding, to the analysis of how this might affect the learning process in formal education, and finally to a pedagogical design for practical application in a classroom. We contextualize this with reference to the phenomenon of dyscalculia, partly because it is a fascinating and difficult problem for education, and partly because its effects on behavior, cognition, and the brain can be quite precisely described. For education, psychology, and neuroscience to be able to collaborate effectively, we need to select the problems that provide a clear and rigorous account of what it takes to learn, and how the relevant processes and products of learning can be identified and measured for both neural and behavioral markers.
