Instrucción directa con alumnado de Educación Primaria en riesgo de dificultades en el aprendizaje de las matemáticas

  1. Navarro Guzmán, José I.
  2. Navarro Cecilia, María José
  3. Menacho, Inmaculada
Journal:
Psychology, Society & Education

ISSN: 1989-709X,  2171-2085

Year of publication: 2017

Volume: 9

Issue: 1

Pages: 71-87

Type: Article

DOI: 10.25115/PSYE.V9I1.464 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Psychology, Society & Education

Abstract

Direct instruction has been used as a current intervention procedure for learning mathematics. In addition, these procedures have focused both components of general domain as specific domain. In this paper the effects on early mathematical competence and working memory had different programs mathematical training was studied. The programs combined specific activities of working memory and math competence using a direct instructional procedure. Participants were first grade primary education at risk of having mathematics learning difficulties. Fourteen students were identified as at risk of mathematical learning difficulties by ENT-Rand assigned to an individualized educational intervention procedure. A quasi-experimental design with two dependent variables’ measures was used. Results showed that the intervention program promoted a strong improvement in both mathematical competence, and working memory.

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