Exploración de diferencias de género en los predictores de dominio general y específico de las habilidades matemáticas tempranas

  1. Estíbaliz Aragón Mendizábal
  2. José I. Navarro Guzmán
Revista:
Suma Psicológica

ISSN: 0121-4381

Año de publicación: 2016

Volumen: 23

Número: 2

Páginas: 71-79

Tipo: Artículo

DOI: 10.1016/J.SUMPSI.2016.04.001 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Suma Psicológica

Resumen

El objetivo de este trabajo consistió en el estudio de las diferencias de género en el conocimiento matemático temprano y en sus variables predictoras en 200 alumnos de 5años de edad. Se evaluaron como variables de dominio general: alfabetización emergente, inteligencia fluida, memoria de trabajo y a corto plazo y funciones ejecutivas. Los contrastes estadísticos no arrojaron diferencias significativas entre niños y niñas. El análisis discriminante no mostró un patrón característico en función del género. Sin embargo, el análisis de regresión lineal por pasos indicó que aunque la alfabetización emergente y la inteligencia fluida explicaron la variación en el conocimiento matemático en niños(as), la tercera variable explicativa fue la memoria a corto plazo para las niñas y la memoria de trabajo en niños. Se concluye que las diferencias de género no fueron estadísticamente significativas en relación a las variables predictoras de dominio general y específico en las habilidades matemáticas tempranas.

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