Efectos de la aplicación de un programa de entrenamiento específico para el aprendizaje matemático temprano en educación infantil

Bibliographic References

• Alsina, A., Aymerich, C., Baeba, C., Una visión actualizada de la didáctica de la matemática en educación infantil, Uno (2008) Revista de Didáctica de Las Matemáticas, 47, pp. 10-19
• Aubrey, C., Dahl, S., Godfrey, R., Early mathematics development and later achievement: Further evidence (2006) Mathematics Education Research Journal, 18, pp. 27-46
• Aunio, P., Hautamäki, J., Van Luit, J.H.E., Mathematical thinking intervention programmes for Preschool children with normal and low number sense (2005) European Journal of Special Needs Education, 20, pp. 131-146
• Aydin, E., The use of computers in mathematics education: A paradigm shift from «computer assisted instruction» towards «students programming» (2005) The Turkish Online Journal of Educational Technology, 4, pp. 79-83
• Baroody, A.J., Dowker, A., (2003) The Development of Arithmetic Concepts and Skills: Constructive Adaptive Expertise, , (London, Lawrence Erlbaum)
• Berch, D.B., Making sense of number sense: Implications for children with mathematical disabilities (2005) Journal of Learning Disabilities, 38, pp. 333-339
• Bermejo, V., (2013) Cómo Enseñar Matemáticas para Aprender Mejor, , (Madrid, CCS)
• Bryant, D.P., Commentary on early identification and intervention for students with mathematics difficulties (2005) Journal of Learning Disabilities, 38, pp. 340-345
• Busch, W.T., Pederson, K., Espin, A.C., Weissenburger, W.J., Teaching students with learning disabilities: Perceptions of a first-year teacher (2001) The Journal of Special Education, 35, pp. 92-99
• Butterworth, B., Varma, S., Laurillard, D., Dyscalculia: From brain to education (2011) Science, 332, pp. 1049-1053
• Chard, D., Clarke, B., Baker, S., Otters-Tedt, J., Braun, D., Katz, R., Using measures of number sense to screen for difficulties in mathematics: Preliminary findings (2005) Assessment for Effective Intervention, 30, pp. 3-14
• Desoete, A., Roeyers, H., Buysse, A., De Clercq, A., Can offline metacognition enhance mathematical problem solving? (2003) Journal of Education of Psychology, 95, pp. 188-202
• Desoete, A., Grégoire, J., Numerical competence in young children and in children with mathematics learning disabilities (2006) Learning and Individual Differences, 16, pp. 351-367
• Dowker, A., Early identification and intervention for students with mathematics difficulties (2005) Journal of Learning Disabilities, 38, pp. 324-332
• Fedriani, E., Fernández, A.A., Ojeda, M., Ludymat: Un intento de motivación por las matemáticas mediante el juego, Suma (2013) Revista Sobre el Aprendizaje y la Enseñanza de Las Matemáticas, 72, pp. 45-49
• Fuchs, L.S., Fuchs, D., Powell, S.R., Seethaler, P.M., Cirino, P.T., Fletcher, J.M., Intensive intervention for students with mathematics disabilities: Seven principles of effective practice (2008) Learning Disability Quarterly, 31, pp. 79-92
• Geary, D.C., Mathematics and learning disabilities (2004) Journal of Learning Disabilities, 37, pp. 4-15
• Gervasoni, A., The diverse learning needs of young children who were selected for an intervention program (2005) Proceedings of the 29th Annual Conference of the International Group for the Psychology of Mathematics Education, 3, pp. 33-40. , CHICK, H. L. y VINCENT, J. L. (eds.) (Melbourne, Australia, PME)
• González-Castro, P., Rodríguez, C., Cueli, M., Cabeza, L., Álvarez, L., Competencias matemáticas y control ejecutivo en estudiantes con Trastorno por Déficit de Atención con Hiperactividad y Dificultades de Aprendizaje de las Matemáticas (2014) Revista de Psicodidáctica, 19, pp. 125-143
• Greenes, C., Ginsburg, H.P., Balfanz, R., Big math for little kids (2004) Early Childhood Research Quarterly, 19, pp. 159-166
• Jordan, N.C., Hanich, L.B., Characteristics of children with moderate mathematics deficiencies: A longitudinal perspective (2003) Learning Disabilities Research y Practice, 18, pp. 221-231
• Kroesbergen, E.H., Van Luit, J.E.H., Mathematical interventions for children with special educational needs: A meta-analysis (2003) Remedial and Special Education, 24, pp. 97-114
• Lerkkanen, M.K., Kiuru, N., Pakarinen, E., Viljaranta, J., Poikkeus, A.M., Rasku-Puttonen, H., Siekkinen, M., Nurmi, J.E., The role of teaching practices in the development of children's interest in reading and mathematics in kindergarten (2012) Contemporary Educational Psychology, 37, pp. 266-279
• Mayer, R.E., (2008) Learning and Instruction, , (New Jersey, Pearson)
• Navarro, J.I., Ruiz, G., Alcalde, C., Aguilar, M., Marchena, E., (2007) Jugando Con Números. Cdrom Problemas Matemáticos para Niños, , (Cádiz, Departamento de Psicología)
• Navarro, J.I., Aguilar, M., Marchena, E., Ruiz, G., Ramiro, P., Desarrollo operatorio y conocimiento aritmético: Vigencia de la teoría piagetiana (2011) Revista de Psicodidáctica, 16, pp. 251-266
• Núñez Del Río, M., Lozano Guerra, I., Evaluación del pensamiento matemático temprano en alumnos con déficit intelectual, mediante la prueba TEMA-2 (2003) Revista Española de Pedagogía, 226, pp. 547-564
• Ou, S., Pathways of long-term effects of an early intervention program on educational attainment: Findings from the chicago longitudinal study (2005) Journal of Applied Developmental Psychology, 26, pp. 578-611
• Pape, S.J., Wang, C., Middle School children's strategic behavior: Classification and relation to academic achievement and mathematical problem solving (2003) Instructional Science, 31, pp. 419-449
• Piaget, J., Szeminska, A., (1941) Génesis del Número en el Niño, , (Buenos Aires, Guadalupe)
• Räsänen, P., Salminen, J., Wilson, A.J., Aunio, P., Dehaene, S., Computer-assisted intervention for children with low numeracy skills (2009) Cognitive Development, 24, pp. 450-472
• Siegler, R.S., Ramani, G.B., Playing linear number board games - But not circular onesimproves low-income Preschoolers' numerical understanding (2009) Journal of Educational Psychology, 101, pp. 545-560
• Slavin, R.E., Lake, C., Effective programs in elementary mathematics: A best-evidence synthesis (2008) Review of Educational Research, 78, pp. 427-515
• Sophian, C., Mathematics for the future: Developing a head start curriculum to support mathematics learning (2004) Early Childhood Research Quarterly, 19, pp. 59-81
• Symington, L., Stranger, C., Math = success: New inclusionary software programs add up to a brighter future (2000) Teaching Exceptional Children, 32, pp. 28-33
• Vanderheyden, A.M., Determining early mathematical risk: Ideas for extending the research (2010) School Psychology Review, 39, pp. 196-202
• Van Luit, J.E.H., Van De Rijt, B.A.M., (2009) The Early Numeracy Test Revised, , (Graviant, Doetinchem, The Netherlands)
• Wilson, A.J., Dehaene, S., Dubois, O., Fayol, M., Effects of an adaptive game intervention on accessing number sense in low-socioeconomic-status kindergarten children (2009) Mind, Brain, and Education, 3, pp. 224-234
• Wright, R.J., Martland, J., Stafford, A.K., Stanger, G., (2006) Teaching Number: Advancing Children's Skills and Strategies, , (London, Paul Chapman Publishing)
• Xin, Y.P., Jitendra, A.K., Deatline-Buchman, A., Effects of mathematical word problem-solving instruction on middle School students with learning problems (2005) Journal of Special Education, 39, pp. 181-192
• Young-Loveridge, J.M., Effects on early numeracy of a program using number books and games (2004) Early Childhood Research Quarterly, 19, pp. 82-98