This article aims to present theoretical approaches between Learning in Mathematics, Significant Learning and Neuroscience in Education, highlighting some basic concepts of Neuroscience and weaving theoretical discussions about motivation and timing for the student's learning, according to the stimuli of the His cognitive system, having as methodological reference of teaching the Problem Solving. We believe based on the theoretical frameworks studied, that there is a need to promote a dialogue between Neuroscience and Education, defending a creative dialogue between both and presenting a positive vision of the neuroscientific knowledge in Education, in favor of improving the students' learning. The text highlights information that Neuroscience states that educational attitudes that generate feelings of fear, anxiety, sadness, anger, depression and hopelessness are accompanied by humiliation and these attitudes end up inhibiting the learning process. Our main purpose was to discuss throughreflections in the text that students do not learn if they are not motivated and if the moment is not appropriate for this learning to occur. The article is a bibliographical study and we hope with this work that the understandings between Significant Learning and Neuroscience in Education allow reflections to the teachers so that both are investigated in order to promote the applicability of such theories in the classroom, in our Case, through Problem Solving with the use of the stimuli of the cognitive system for learning.
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