Habilidades matemáticas iniciales y dificultades matemáticas persistentes

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Rebeca Siegenthaler Hierro
Ana Miranda Casas
Jessica Mercader Ruiz
Mª Jesús Presentación Herrero

Resumo

El objetivo del presente estudio consistió en examinar las diferencias en determinadas competencias matemáticas básicas (e.g. conteo, operaciones lógicas, habilidades de comparación de magnitudes) evaluadas en Educación Infantil (EI) entre sujetos con dificultades persistentes en el área de matemáticas en 2º de Educación Primaria (EP) y niños con un rendimiento adecuado. La muestra final del estudio estuvo conformada por 180 niños (inicialmente, compuesta por 209 preescolares), de los cuales un 6.6% mostraron dificultades matemáticas persistentes (n = 12) y el 45.5% presentaron un rendimiento adecuado en ambas mediciones (n = 82). En EI, se administraron las tareas de conteo (procedimental y conceptual), operaciones lógicas (seriación, clasificación, conservación e inclusión numérica) y comparación de magnitudes (simbólica y no-simbólica) de la prueba TEDI-MATH (Grégoire, Noël, y Van Nieuwenhoven, 2005). Los resultados evidenciaron diferencias en 4 de las 8 competencias matemáticas básicas analizadas en EI, con efectos especialmente importantes en las habilidades para comparar números arábigos (comparación simbólica) y para manejar la secuencia numérica verbal (conteo procedimental). Se comentan las implicaciones de estos hallazgos para la investigación y la práctica psicoeducativa.

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Como Citar
Siegenthaler Hierro, R., Miranda Casas, A., Mercader Ruiz, J., & Presentación Herrero, M. J. (2017). Habilidades matemáticas iniciales y dificultades matemáticas persistentes. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 3(1), 233–242. https://doi.org/10.17060/ijodaep.2017.n1.v3.992
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