Palabras clave
cognición numérica
fluidez de cálculo
fracci´´on de Weber
SAN
educación primaria
fluidez de cálculo
fracci´´on de Weber
SAN
educación primaria
Cómo citar
Componentes cognitivos del sistema de aproximación numérica y la fluidez de cálculo en niños de educación primaria. (2019). Universitas Psychologica, 18(3), 1-14. https://doi.org/10.11144/Javeriana.upsy18-3.ccsa
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En los últimos años, se ha investigado la relación existente entre los dos sistemas cognitivos que contribuyen al procesamiento de cantidades (el sistema de aproximación numérica (SAN) y el (SEN) sistema de exactitud numérica) y su influencia en el rendimiento y dificultades de aprendizaje de las matemáticas. En este estudio, se investiga la relación entre la precisión del SAN y el rendimiento matemático en una prueba de fluidez de cálculo simbólico en alumnado de segundo y tercer ciclo de educación primaria (3.º a 6.º). Un total de 229 estudiantes fueron evaluados con una prueba de precisión del SAN, consistente en una tarea de comparación no simbólica de cantidades y una prueba de fluidez de cálculo. Los resultados descriptivos se encuentran dentro de lo esperado con respecto al carácter evolutivo de las variables de estimación y fluidez de cálculo. El análisis correlacional mostró que existe una baja correlación entre fluidez de cálculo y comparación de magnitudes en 3.° (p < 0.05) que desapareció en cursos posteriores (p > 0.05).
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Cordes, S., Gelman, R., Gallistel, C. R., & Whalen, J. (2001). Variability signatures distinguish verbal from nonverbal counting for both large and small numbers. Psychonomic Bulletin and Review, 8, 698-707. https://doi.org/10.3758/BF03196206
De Smedt, B., Verschaffel, L., & Ghesquiere, P. (2009). The predictive value of numerical magnitude comparison for individual differences in mathematics achievement. Journal of Experimental Child Psychology, 103, 469-479. https://doi.org/10.1016/j.jecp.2009.01.010
DeWind, N. K., & Brannon, E. M. (2012). Malleability of the approximate number system: Effects of feedback and training. Frontiers in Human Neuroscience, 6. https://doi.org/10.3389/fnhum.2012.00068
Dehaene, S. (2003). The neural basis for the Weber-Fechner law: A logarithmic mental number line. Trends in Cognitive Sciences, 7(4), 145-147. https://doi.org/10.1016/s1364-6613(03)00055-x
Desoete, A., Ceulemans, A., De Weerdt, F., & Pieters, S. (2010). Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study: Mathematical learning disabilities in kindergarten. British Journal of
Educational Psychology, 82(1), 64-81. https://doi.org/10.1348/2044-8279.002002
Diamantopoulou, S., Pina, V., Valero-García, A. V., González-Salinas, C., & Fuentes, L. J. (2012). Validation of the Spanish version of the Woodcock Johnson mathematics achievement tests for children aged six to thirteen. Journal of Psychoeducational Assessment, 30, 466-477. https://doi.org/10.1177/0734282912437531
Fazio, L. K., Bailey, D. H., Thompson, C. A., & Siegler, R. S. (2014). Relations of different types of numerical magnitude representations to each other and to mathematics achievement. Journal of Experimental Child Psychology, 123, 53-72. https://doi.org/10.1016/j.jecp.2014.01.013
Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8, 307–314. https://doi.org/10.1016/j.tics.2004.05.002
Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37(1), 4–15. https://doi.org/10.1177/00222194040370010201
Fonseca-Estupiñan, G. P., Rodríguez-Barreto, L. C., & Parra-Pulido, J. H. (2016). Relación entre funciones ejecutivas y rendimiento académico por asignaturas en escolares de 6 a 12 años. Revista hacia la Promoción de la Salud, 21(2). https://doi.org/10.17151/hpsal.2016.21.2.4
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Gilmore, C. K., McCarthy, S. E., & Spelke, E. S. (2010). Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling. Cognition, 115(3), 394-406. https://doi.org/10.1016/j.cognition.2010.02.002
Ginsburg, H., Baroody, A. J., del Río, M. C. N., & Guerra, I. L. (2007). Tema-3: test de competencia matemática básica. Madrid: Tea.
Halberda, J., & Feigenson, L. (2008). Developmental change in the acuity of the “number sense”: The approximate number system in 3-, 4-, 5-, and 6-year-olds and adults. Developmental Psychology, 44(5), 1457-1465. https://doi.org/10.1037/a0012682
Halberda, J., Ly, R., Wilmer, J. B., Naiman, D. Q., & Germine, L. (2012). Number sense across the lifespan as revealed by a massive Internet-based sample. Proceedings of the National Academy of Sciences, 109(28), 11116-11120. https://doi.org/10.1073/pnas.1200196109
Halberda, J., Mazzocco, M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455(7213), 665-668. https://doi.org/10.1038/nature07246
Halberda, J., & Odic, D. (2014). The precision and internal confidence of our approximate number thoughts. En D. C. Geary, D. Berch & K. Koepke (Eds.), Evolutionary origins and early development of number processing (pp. 305-333). Londres: Academic Press.
Halberda, J., Sires, S. F., & Feigenson, L. (2006). Multiple spatially overlapping sets can be enumerated in parallel. Psychological Science, 17(7), 572-576. https://doi.org/10.1111/j.1467-9280.2006.01746.x
Holloway, I. D., & Ansari, D. (2009). Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement. Journal of Experimental Child Psychology, 103(1), 17-29. https://doi.org/10.1016/j.jecp.2008.04.001
Hyde, C., & Spelke, E S. (2009). All numbers are not equal: An electrophysiological investigation of small and large number representations. Journal Cognitive Neuroscience, 21(6), 1039-1053. https://doi.org/10.1162/jocn.2009.21090
Iglesias-Sarmiento, V., & Deaño, M. (2011). Cognitive processing and mathematical achievement: A study with schoolchildren between fourth and sixth grade of primary education. Journal of Learning Disabilities, 44(6), 570-583. https://doi.org/10.1177/0022219411400749
Inglis, M., Attridge, N., Batchelor, S., & Gilmore, C. (2011). Non-verbal number acuity correlates with symbolic mathematics achievement: But only in children. Psychonomic Bulletin & Review, 18(6), 1222-1229. https://doi.org/10.3758/ s13423-011-0154-1
Iuculano, T., Tang, J., Hall, C. W. B., & Butterworth, B. (2008). Core information processing deficits in developmental dyscalculia and low numeracy. Developmental Science, 11(5), 669-680. https://doi.org/10.1111/j.1467-7687.2008.00716.x
Libertus, M. E., & Brannon, E. M. (2009). Behavioral and neural basis of number sense in infancy: Number sense in infancy. Current Directions in Psychological Science, 18(6), 346-351. https://doi.org/10.1111/j.1467-8721.2009.01665.x
Libertus, M. E., & Brannon, E. M. (2010). Stable individual differences in number discrimination in infancy: Number discrimination in infants. Developmental Science, 13(6), 900-906. https://doi.org/10.1111/j.1467-7687.2009.00948.x
Libertus, M. E., Feigenson, L., & Halberda, J. (2011). Preschool acuity of the Approximate Number System correlates with school math ability. Developmental Science, 14(6), 1292-1300. https://doi.org/10.1111/j.1467-7687.2011.01080.x
Libertus, M. E., Pruitt, L. B., Woldorff, M. G., & Brannon, E. M. (2009). Induced alpha-band oscillations reflect ratio-dependent number discrimination in the infant brain. Journal of Cognitive Neuroscience, 21(12), 2398-2406. https://doi.org/10.1162/jocn.2008.21162
Libertus, M. E., Woldorff, M. G., & Brannon, E. M. (2007). Electrophysiological evidence for notation independence in numerical processing. Behavioral and Brain Functions, 3(1), 1. https://doi.org/10.1186/1744-9081-3-1
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