Mathematics in Rural Upper Secondary Education and Cognitive Enhancement: Opportunities and Tensions in the Use of Technologies to Improve Performance

María Lexicer Moreira Parrales, Marlene Mercy Murillo Sánchez, Luisa Verónica Vite Juanazo and Jorge Enrique Cifuentes Moreira
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María Lexicer Moreira Parrales: Universidad Internacional de La Rioja (UNIR) – Logroño, España
Marlene Mercy Murillo Sánchez: Universidad Estatal de Milagro – Milagro, Ecuador
Luisa Verónica Vite Juanazo: Universidad de Guayaquil – Guayaquil, Ecuador
Jorge Enrique Cifuentes Moreira: Universidad ECOTEC – Guayaquil, Ecuador

NeuroData, 2025, vol. 2, 114

Abstract: Introduction: This study examines the use of cognitive enhancement technologies in mathematics learning within rural upper-secondary education, in a context marked by digital divides and limited infrastructure. Neuroeducation, artificial intelligence, and adaptive tools strengthen executive functions such as logical reasoning, working memory, and sustained attention. Although interventions—such as cognitive stimulation, mobile applications, and neuroeducational games—show benefits, they also generate tensions related to unequal access, pedagogical relevance, and the need for specialized teacher training. Method: An integrative review of twenty-five Scopus-indexed studies (2020–2025) was conducted, covering experimental and quasi-experimental designs, EEG-based trials, correlational research, and systematic reviews on cognitive enhancement and mathematics learning. Data were organized through thematic coding and conceptual triangulation, integrating quantitative and qualitative findings focused on academic performance, executive functions, digital access, and rural educational conditions. Results: Neuroeducational technologies increase mathematics performance by 12% to 34%, with improvements in attention, working memory, and calculation fluency. EEG studies report increases in beta activity and decreases in theta activity, associated with 20–28% improvements in problem-solving. However, rural areas show significant limitations: 35% lower access to personal devices and up to 70% lower stable connectivity. Additionally, 64% of teachers lack training in neuroeducation. Even so, offline applications and low-consumption games prove effective and increase student motivation by 25% to 30%. Conclusions: Cognitive enhancement technologies can effectively strengthen mathematics learning in rural settings when accompanied by digital equity initiatives, teacher training, and culturally relevant resources.

Keywords: rural mathematics; neuroeducation; cognitive enhancement; executive functions; digital divide (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:cxn:neurod:v:2:y:2025:id:114

DOI: 10.63688/neurodata2025114

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