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Marcadores nucleares de la competencia aritmética en preescolares

  • Autores: José Orrantia Rodríguez, Sara San Romualdo Corral, Laura Matilla Cordero, María del Rosario Sánchez Fernández, David Múñez Méndez, Lieven Verschaffel
  • Localización: Psychology, Society & Education, ISSN 1989-709X, ISSN-e 2171-2085, Vol. 9, Nº. 1, 2017, págs. 121-134
  • Idioma: español
  • DOI: 10.25115/psye.v9i1.466
  • Títulos paralelos:
    • Core markers of arithmetic competence in preschool children
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  • Resumen
    • español

      Las habilidades numéricas y aritméticas son predictores críticos del éxito académico. En trabajos recientes, se ha cuestionado qué habilidades numéricas básicas se relacionan con la ejecución en aritmética, si el procesamiento de magnitudes numéricas no simbólicas o el procesamiento de magnitudes simbólicas. En el presente estudio se tomó una muestra de 104 escolares del segundo curso de Educación Infantil (EI), que completaron una tarea de comparación de magnitudes numéricas no simbólicas, una de comparación de magnitudes numéricas simbólicas y una tarea de enumeración, así como un test estandarizado de rendimiento en matemáticas (TEMA-3). Además, se controlaron habilidades cognitivas generales como inteligencia, velocidad de procesamiento, amplitud de memoria, control inhibitorio y memoria visuo-espacial. Para comprobar si las variables de procesamiento numérico predicen más allá de las variables de control, se realizó un análisis de regresión jerárquica, utilizando como variable dependiente el TEMA-3, e introduciendo las variables de control y las tareas de procesamiento numérico en sucesivos pasos. El modelo explicó el 65.5% de la varianza. Pero solo la comparación de magnitudes simbólicas y la enumeración contribuyeron a la varianza en ejecución aritmética más allá de las variables de control, mientras que la comparación de magnitudes no simbólicas no contribuyó significativamente. Estos resultados sugieren que un buen conocimiento de los números simbólicos es importante para el desarrollo matemático de los niños, y que particularmente el acceso a la magnitud desde los números simbólicos más que la representación de la magnitud per se es crucial para este desarrollo de la aritmética.

    • English

      The numerical and arithmetic skills are critical predictors of academic success. In current studies, it has been questioned what numerical skills relate with arithmetic achievement, whether the non-symbolic numerical magnitudes processing or the symbolic magnitudes processing. In the current study a sample of 104 preschool children was taken. They completed a non-symbolic numerical comparison task, a symbolic numerical comparison task and a dot enumeration task, as well as a standardized arithmetic performance test (TEMA-3). Moreover, general cognitive skills such a intelligence, processing speed, inhibitory control, memory span and visuo-spatial memory, were controlled. To test whether the variables of number processing predict in the absence of the above predictors, it was conducted a hierarchical regression analysis, taking the TEMA-3 as a dependent variable and introducing the other predictors and the numerical processing tasks in next steps. The model explained 65.5% of the variance. But only the symbolic magnitudes comparison and the enumeration contributed to the arithmetic achievement variance in absence of the control variables, while the non-symbolic magnitudes comparison did not contribute significantly. These results suggest that a good knowledge of symbolic numbers is important to the children’s mathematical development, being particularly crucial the access to the magnitude from symbolic numbers more than the magnitude representation per se.

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