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The present study tries to expose a pedagogical experience in which the validity of the use of Neuroeducation for the meaningful learning of mathematics is demonstrated. With this, the analyzes and unfoldings obtained as results of the study are based and analyzed from complex thinking, which is an innovative way for this type of research compared to what has been done to date. In the research design, the foundation was programmed and presented as an integrative methodology. At first it was necessary to determine the factors that were affecting the academic performance of the group, as well as the consequences expressed in the failure of the subject, for which a diagnosis was made from the study of the existing academic documentation. From this it was possible to identify the issues with the greatest difficulties and each step of the methodology was designed in order to minimize obstacles and achieve significant learning. The perspectives of significant learning in relation to studies on neuroeducation allow us to revalue the paradigm of complexity in the analysis of processes associated with the construction of knowledge.
