Current educational systems, particularly in the areas of science and mathematics, are based on an obsolete model of how the human brain learns and thinks.

This obsolete model is characterized by an intrinsic capacity, measured by IQ tests, such as Raven, and a very limited short-term memory.

This model is based on mental processes that require indivisible attention and are interrupted by the presence of other mental activities.

In the literature, this is known as System-2.

Examples of these processes in current education: solving problems through algebraic language, arithmetic operations (PISA, type A problems, area of ​​a square)

Fundamental developments in the areas of Cognitive Science and Evolutionary Psychology describe superior cognitive processes in the human mind as parallel processes that operate in a large long-term memory, in a way that is automatic and does not interfere with other mental processes.

The human mind has a very large network of computational systems, systems that manipulate data, such as space, movement, force, language, emotions, etc., that allow a person to navigate successfully in society.

This project proposes the identification and formal description of some of these existing human computational systems, which we call primitive, and incorporate them in some subjects of the current educational curriculum in order to optimize the cognitive tasks that a student needs to perform.

The use of these cognitive primitives in the curriculum will provide several results: students will retain the concepts in long-term memory (with immediate, automatic, safe and effortless access); they will manipulate the data in a parallel, reliable and effortless way; and they can explain to themselves and others the processes used to reach their decisions.