Estudio longitudinal sobre procesamiento de magnitudes simbólicas y no-simbólicas y su relación con la competencia matemática

  1. Estívaliz Aragón 1
  2. M. Carmen Canto-López 1
  3. Manuel Aguilar 1
  4. Inmaculada Menacho 1
  5. José I. Navarro 1
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2023

Volumen: 28

Número: 1

Páginas: 44-50

Tipo: Artículo

DOI: 10.1016/J.PSICOE.2022.08.001 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

La investigación sobre el desarrollo cognitivo indica que el ser humano posee un sentido numérico al que se viene denominando “Sistema de Aproximación Numérica” (SAN). Existen también características diferentes para el sistema de representación de números simbólicos, denominado “Sistema Numérico Preciso” (SNP). En este contexto, los objetivos del estudio han sido: (a) identificar y evaluar longitudinalmente el desarrollo de las habilidades de representación de las magnitudes simbólicas y no-simbólicas; y (b), analizar las relaciones entre dichas habilidades y la competencia matemática. El presente estudio longitudinal, se ha llevado a cabo con una muestra de 31 participantes de Educación Infantil, durante dos años, con cuatro momentos de evaluación. Los resultados sugieren que en 3◦ de Educación Infantil (5 años), las habilidades de procesamiento de magnitud simbólica se incrementan rápidamente hasta superar a las no-simbólicas. Por otro lado, la comparación de magnitudes simbólicas ha tenido un mayor valor de predicción sobre el rendimiento matemático en las edades evaluadas. Se discute si estas habilidades pueden ser de interés como instrumentos de detección y evaluación en el ámbito de las matemáticas, así como para intervenciones en alumnado con dificultades de aprendizaje de las matemáticas.

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Fuente de los datos: Dialnet