There has been a long-standing debate on situational and symbolic mathematics, which is associated with how to design and execute mathematics education for all students. Brain studies can give some clues for how to deal with the debate. There are situational, verbalized, and visuospatial brain networks and the connectivity among the networks, which suggest the representation of mathematical knowledge should be situational, verbalized, and symbolic. Moreover, the representation should be mapped onto one another. Previous studies have shown the importance of situational and verbalized mathematics, but they are typically treated as preliminary and auxiliary introductions for formal symbolic mathematics. Each of the three mathematics types and their mapping would be the core learning goal in mathematics education.

中文翻译：

---

学生的三分量数学

关于情境数学和符号数学的争论由来已久，这与如何为所有学生设计和执行数学教育有关。大脑研究可以为如何处理辩论提供一些线索。存在情景、语言和视觉空间的大脑网络以及网络之间的连通性，这表明数学知识的表示应该是情景的、语言的和符号的。此外，表示应该相互映射。以前的研究已经表明情境和语言数学的重要性，但它们通常被视为形式符号数学的初步和辅助介绍。三种数学类型中的每一种及其映射都将是数学教育的核心学习目标。