#Brainstimulation

A growing body of international research suggests that mild brain stimulation could help people learn mathematics more effectively. The technique, when paired with math tasks, has shown improvements in learning and retention for study participants.

This finding holds particular relevance for Thailand, where math performance remains a focus of national education reform. Thai educators continue to seek evidence-based methods to strengthen numeracy, especially as students face persistent challenges highlighted by international assessments.

A recent research breakthrough suggests that stimulating the brain with weak electric currents could significantly enhance a person’s ability to learn mathematics, offering hope for new approaches to supporting students and adults struggling with numeracy. According to a report by The Hindu, the study revealed that applying gentle electrical stimulation to specific areas of the brain led to noticeable improvements in math learning for participants.

This development matters to Thai readers, especially as mathematics education remains a challenge for many students nationwide. Despite ongoing curriculum reforms and teacher training efforts, Thailand consistently scores below global averages in international math assessments such as the Programme for International Student Assessment (PISA) (World Bank). Finding innovative, evidence-based methods to improve mathematics performance is a high priority across the Thai education system, making research into brain stimulation particularly relevant.

A recent study suggests that mild, non-invasive brain stimulation may help math learning in university students. The technique, transcranial random noise stimulation (tRNS), targeted different brain regions to test effects on calculation and drill-based recall. Results showed that stimulating the dorsolateral prefrontal cortex (dlPFC) improved calculation tasks, while stimulation of the posterior parietal cortex (PPC) did not enhance drill-based remembering. The research involved 72 university students and indicates potential support for learners who struggle with mathematics, but experts caution that more evidence is needed before classroom use.

A groundbreaking study has found that applying mild electrical currents to the human brain—using a non-invasive method called transcranial random noise stimulation (tRNS)—can significantly improve mathematics learning in university students. The research, conducted by a team at the University of Oxford and reported by Live Science, hints at the potential of this technique for at-home use in the future, though experts caution that more evidence is needed before such tools become widespread or mainstream (Live Science).

A new study from Germany has found that a gentle, non-invasive brain stimulation technique—transcranial direct current stimulation (tDCS)—can subtly influence how quickly and flexibly people make decisions. In an experiment targeting a brain area deeply involved in planning and decision processes, researchers discovered that the type of stimulation applied was linked to either quicker choices or greater mental rigidity in volunteers. The findings not only shed light on the brain’s role in cognitive flexibility but raise timely questions for those in Thailand and across Asia interested in brain-boosting gadgets or educational interventions promising sharper thinking.

A European study suggests that a gentle, non-invasive brain stimulation method called transcranial direct current stimulation (tDCS) can influence how quickly and flexibly people decide what to do next. The research focused on the dorsolateral prefrontal cortex, a region tied to planning, task management, and self-control. Results showed that activating this area can speed up initial task choices, while dampening activity can make people stick to their original plan. This highlights the brain’s role in cognitive flexibility and raises questions for those in Thailand and across Asia who are curious about brain-boosting gadgets or educational tools promising sharper thinking.