This study reviews the application of EEG, fMRI, and fNIRS in mathematics education research in South Korea, analyzing 16 significant papers from the last 25 years. The results demonstrate a significant relationship between brainwave patterns and various aspects of mathematical learning. EEG studies highlighted the role of different brainwaves in math anxiety, computation, and problem-solving. fMRI research revealed the importance of whole brain activation in spatial and numerical processing. Studies using fNIRS emphasized the prefrontal cortex’s involvement in mathematical tasks, particularly in spatial and computational tasks. Conclusions highlight the need for math learning programs that enhance brain connectivity and consider problem difficulty and learner preferences. The study advocates for more research on the prefrontal cortex, particularly in relation to math anxiety, and emphasizes the importance of brain imaging techniques in understanding cognitive processes in math education, suggesting an integrated approach in future research.