ABSTRACT
How do you tackle a difficult arithmetic problem? Why is it so easy for us to learn a second language while we’re young, but harder once we get older? Why are some children brighter than others? Over the last few years, there has been increased attention for knowledge about the brain on the one hand and our expectations of adolescents in school on the other hand. This has led to an entirely new field of research called educational neuroscience (Byrnes and Vu, 2015). The beauty of this new trend is that it tries to combine the ideas of teachers, pupils, education experts and neuroscientists, in order to try and adapt the learning situation in schools to what is possible for the adolescent.
