Recent groundbreaking research from the University of Surrey has unveiled a promising, non-invasive method to enhance mathematical learning through targeted brain stimulation. This study harnesses transcranial random noise stimulation (tRNS) applied to specific regions of the brain, offering new hope for individuals struggling with mathematical cognition. The findings illuminate how subtle modulation of neural activity can lead to measurable improvements in mathematical problem-solving efficiency, fundamentally advancing our understanding of the neurobiological underpinnings of learning.
At the heart of this investigation lies the dorsolateral prefrontal cortex (dlPFC), a critical brain region extensively involved in executive functions such as working memory, attentional control, and problem-solving. The researchers hypothesized that electrically stimulating this area might optimize its functional connectivity and facilitate cognitive processes essential for mathematical reasoning. This neural enhancement is believed to fine-tune the dlPFC’s ability to coordinate with other brain regions, particularly the posterior parietal cortex, which plays a pivotal role in numerical cognition and spatial processing.
The study’s methodology was meticulous and rigorous. Seventy-two healthy adults aged between 18 and 30 participated in a carefully structured five-day mathematics training program. The cohort was divided equally into three groups: one receiving tRNS targeting the dlPFC, another receiving stimulation over the posterior parietal cortex, and a control group subjected to sham stimulation. This design allowed the researchers to dissect region-specific effects of the intervention and contrast them against placebo conditions, thereby isolating the efficacy of dlPFC stimulation.
Neuroimaging data yielded compelling evidence that individuals exhibiting stronger intrinsic brain connectivity between the dlPFC and posterior parietal cortex naturally performed better in mathematical learning tasks. Intriguingly, for those with weaker connectivity—traditionally linked to poorer math skills—applying tRNS to the dlPFC produced significant enhancements in learning outcomes. This suggests a capacity for neurostimulation to compensate for underlying biological limitations, thereby leveling the cognitive playing field.
The biochemical dimension of the study, focusing on gamma-aminobutyric acid (GABA) levels, further enriched these insights. GABA, the primary inhibitory neurotransmitter in the human brain, is intricately involved in synaptic plasticity and learning processes. Participants who showed greater improvements in mathematical performance following neurostimulation tended to have lower baseline GABA concentrations. This observation aligns with prior findings from the same team that underscored the role of GABAergic signaling in modulating learning trajectories from childhood through adulthood.
This fusion of neurophysiological and neurochemical data underscores a nuanced, multilayered understanding of how targeted brain stimulation can optimize cognitive function. The ability to modulate not only the structural connectivity but also the neurochemical milieu is a pioneering stride in cognitive neuroscience. It opens avenues for tailored, biologically informed educational strategies that transcend traditional environmental interventions focused solely on teaching methods or curriculum design.
Professor Roi Cohen Kadosh, the study’s lead author and Head of the School of Psychology at the University of Surrey, emphasized this paradigm shift in educational neuroscience. He pointed out that most prior efforts aimed at improving education have concentrated on altering external factors, such as teaching quality or learning environments. Nevertheless, a growing body of evidence reveals that intrinsic neurobiological factors often exert a stronger influence on mathematical proficiency than previously appreciated. By integrating neuroscience with education, we can devise innovative interventions that directly address learner-specific biological constraints.
One of the most striking implications of this research pertains to the so-called ‘Matthew effect’ in education, whereby early advantages in learning accumulate into long-term disparities. This effect often results in a widening gap between high achievers and those who struggle, reinforcing systemic inequalities over time. The findings from this study point toward neurostimulation as a viable tool to mitigate this effect by enhancing brain function in individuals with suboptimal connectivity, thereby fostering more equitable learning outcomes.
As nations worldwide grapple with the challenge of boosting numeracy skills among young adults, this research arrives at a crucial moment. In the UK, for example, policymakers are actively seeking evidence-based approaches to improve mathematical competencies across the 16-to-19 age group. This study’s identification of a biological basis for learning differences, coupled with a scalable intervention method, could inform future educational policies and funding allocations, ultimately shaping more effective and inclusive teaching paradigms.
Importantly, the safety profile of transcranial random noise stimulation makes it an attractive candidate for broader application. The technique is painless, non-invasive, and transient, minimizing the risks typically associated with more aggressive neurostimulation methods. As the field advances, larger-scale trials beyond controlled laboratory settings are needed to validate and refine these initial promising findings, as well as to explore the long-term cognitive and behavioral impacts.
Moreover, the interplay between brain connectivity and neurotransmitter systems highlighted by this study paves the way for personalized education trajectories. By assessing an individual’s unique neurobiological profile, educators and clinicians could customize interventions—whether neurostimulation, pharmacological support, or cognitive training—to optimize learning efficacy. This bespoke approach heralds a future where neuroeducation becomes as much about the brain’s biology as about pedagogical technique.
Overall, the University of Surrey-led research ushers in a new era of interdisciplinary science converging psychology, neuroscience, and education. It demonstrates that brain stimulation techniques like tRNS hold immense potential not only as research tools but also as practical instruments to enhance human cognitive capabilities. As we deepen our grasp of how functional connectivity and neurochemical signaling regulate learning, the prospect of making education more accessible, effective, and equitable becomes increasingly tangible.
This study, published in the prestigious journal PLOS Biology, exemplifies how fundamental research can lead to transformative societal impacts. Through continued exploration of the brain’s intricate networks and their modulation, we are moving closer to unlocking the untapped potential of millions who face challenges in mathematics and beyond.
Subject of Research: Non-invasive brain stimulation and its effect on mathematical learning through modulation of dorsolateral prefrontal cortex connectivity and GABAergic signaling.
Article Title: Functional connectivity and GABAergic signaling modulate the enhancement effect of neurostimulation on mathematical learning
News Publication Date: 1-Jul-2025
Web References: https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.3003200
References: The study published in PLOS Biology, funded by European Research Council and Wellcome Trust.
Image Credits: University of Surrey
Keywords: Mathematics, Central nervous system, Prefrontal cortex
