Relación entre habilidades matemáticas simbólicas y no simbólicas en niños: Un metaanálisis

• Gómez Muiño, Brenda Magalí ^[1] ; Formoso, Jesica ^[2] ; Ortiz, Sofía Soledad ^[2]
  1. [1] Universidad de Buenos Aires

     Universidad de Buenos Aires

     Argentina

     
  2. [2] Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J.A. Rimoldi" (CIIPME-CONICET), Buenos Aires, Argentina
• Localización: Revista Argentina de Ciencias del Comportamiento ( RACC ), ISSN-e 1852-4206, Vol. 18, Nº. 1, 2026 (Ejemplar dedicado a: Revista Argentina de Ciencias del Comportamiento), págs. 1-12
• Idioma: español
• DOI: 10.32348/1852.4206.v18.n1.45307
• Títulos paralelos:
  • Symbolic and Non-Symbolic Math Ability in Children: A meta-analysis
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Numerosos estudios han concluido que el sistema numérico aproximado (SNA) asiste a aspectos del entendimiento emergente de los componentes simbólicos matemáticos, propios del sistema numérico simbólico (SNS). El propósito del presente trabajo fue examinar la intensidad de la asociación entre las habilidades matemáticas que tienen origen en el SNA y aquellas vinculadas al SNS en niños neurotípicos de 2 a 13 años de edad. A su vez, se buscó identificar posibles moderadores de esta asociación mediante la realización de un metaanálisis. Los resultados obtenidos indican una fuerza de asociación de intensidad baja a moderada entre las habilidades numéricas simbólicas y no simbólicas. Esta correlación no resultó impactada por el efecto de la edad, del idioma de los participantes, ni del tipo de tarea utilizada para evaluar las habilidades matemáticas simbólicas.

  • English

    Numerous studies have concluded that the approximate number system (ANS) plays a key role in the emerging understanding of math’s symbolic components, which are related to the symbolic number system (SNS). This study aimed to examine the intensity of the association between mathematical abilities that originate from the ANS and those linked to the SNS in neurotypical children aged 2 to 13. It was also sought to identify possible moderators of this association through a meta-analysis. The results indicate a low to moderate correlation between symbolic and non-symbolic number skills. This association was not impacted by the effect of age or language of the children nor the type of symbolic task used to evaluate their symbolic math skills.

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