Early mathematics learning: multifactorial nature of early mathematics skills, effectiveness of educational interventions and challenges with measurements

• Pirjo Aunio ^[1] ; Jo Van Herwegen ^[3] ; Dieter Baeyens ^[2]
  1. [1] University of Helsinki

     University of Helsinki

     Helsinki, Finlandia

     
  2. [2] KU Leuven

     KU Leuven

     Arrondissement Leuven, Bélgica

     
  3. [3] UCL London

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• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 48, Nº 2, 2025, págs. 253-281
• Idioma: varios idiomas
• Títulos paralelos:
  • Aprendizaje temprano de las matemáticas: naturaleza multifactorial de las habilidades matemáticas tempranas, efectividad de las intervenciones educativas y desafíos con las mediciones
• Enlaces
  • Texto completo
• Resumen
  • español

    La investigación sobre las matemáticas tempranas ha aumentado en los últimos 20 años, pero los resultados a menudo están fragmentados. Proponemos tres sugerencias sobre cómo aumentar la calidad de la investigación y el conocimiento en el campo de las matemáticas tempranas. En primer lugar, los investigadores deberían estudiar las matemáticas tempranas como un constructo multifactorial, ya que nos permite comprender mejor las relaciones entre el conjunto de habilidades durante el aprendizaje. Es beneficioso estudiar el aprendizaje temprano multifactorial de las matemáticas utilizando un enfoque holístico que tenga en cuenta los diversos factores cognitivos individuales (e.g., funciones ejecutivas, lenguaje) y aspectos del entorno de aprendizaje (e.g., factores relacionados con los padres y educadores). En segundo lugar, la investigación sobre intervenciones debe aportar evidencia de su eficacia en distintos niveles y la implementación posterior de las intervenciones debe ser monitoreada cuidadosamente para aumentar su impacto. En tercer lugar, en relación con la medición de las matemáticas tempranas utilizada en la investigación y la práctica docente, los investigadores deben tener claro cuáles habilidades de matemáticas tempranas son el foco y proporcionar evidencia relevante de fiabilidad y validez.

  • Multiple

    Research on early mathematics has been increasing over the past 20 years, but results are often fragmented. There are three suggestions we make on how to increase the quality of research and knowledge in the field of early mathematics. First, researchers should study early mathematics as a multifactorial construct, since it allows us to better understand the relationships between the set of skills during learning. It is beneficial to study multifactorial early mathematics learning using a holistic approach by taking account of the various individual cognitive factors (e.g., executive functions, language) and aspects of the learning environment (e.g., parental- and educator-related factors). Secondly, intervention research should deliver evidence of efficacy at various levels, and subsequent implementation of interventions should be monitored carefully to increase the impact. Thirdly, related to early mathematics measurement used in research and education practice, researchers should be clear about which early mathematics skills are in focus and provide relevant reliability and validity evidence.

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