Individual differences in general and specifi c cognitive precursors in early mathematical learning

• Estíbaliz Aragón ^[1] ; Gamal Cerda ^[2] ; Cándida Delgado ^[1] ; Manuel Aguilar ^[1] ; José I. Navarro
  1. [1] Universidad de Cádiz

     Universidad de Cádiz

     Cádiz, España

     
  2. [2] Universidad de Concepción

     Universidad de Concepción

     Comuna de Concepción, Chile

     
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 31, Nº. 2, 2019, págs. 156-162
• Idioma: inglés
• Títulos paralelos:
  • Diferencias individuales en los precursores cognitivos generales y específicos del aprendizaje matemático temprano
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    . Antecedentes: la adquisición de habilidades matemáticas está asociada no solo con aptitudes académicas, sino también con el desarrollo de habilidades cognitivas específi cas. Este estudio analizó el papel de los precursores del dominio general y específi co en el pensamiento matemático informal. Método: un total de 109 niños de 4 años participaron en el estudio (M= 59.30; SD= 3.56). Se evaluaron el pensamiento matemático informal con la prueba TEMA-3, y diferentes variables cognitivas. Resultados: tras la realización de un análisis de regresión por pasos, el modelo inferencial evidenció que el 48,5% de la variabilidad de los participantes en el pensamiento matemático informal fue explicado por la memoria de trabajo, velocidad de procesamiento y vocabulario receptivo, así como por la estimación. El modelo indicó que la memoria de trabajo y la velocidad de procesamiento fueron los principales predictores del pensamiento matemático informal a la edad de cuatro años. Mostró también un mayor peso estadístico explicativo para los niños (48,9%) que para las niñas (37,5%). Conclusiones: los datos sugieren que una intervención conjunta correctiva o preventiva, teniendo en cuenta los factores predictivos de los dominios específi cos y generales, podría ser la opción óptima para mejorar el rendimiento en matemáticas en niños en riesgo de tener difi cultades en esta materia

  • English

    Background: The acquisition of mathematical abilities is associated not only with several academic aptitudes but also with the development of particular cognitive skills. This study analysed the role of the general and specifi c domain precursors of informal mathematical thinking.

    Method: A total of 109 4-year-old children (M = 59.30 months; SD = 3.56) participated in the study, in which the participants’ informal math and cognitive variables were assessed. A stepwise regression model was calculated. Results: The complex inferential model evidenced the role of the three general-domain variables analysed, in addition to numerical estimation as a specifi c-domain variable. 48.5% of participants’ variability in informal mathematical thinking, evaluated with the TEMA-3 test, was explained by three of the general domain precursors: working memory, processing speed and receptive vocabulary; as well as by estimation, a specifi c-domain precursor. The model showed a higher explanatory statistical weight for boys (48.9%) than girls (37.5%). Conclusions: The model indicated that working memory and processing speed were the main predictors of informal mathematical thinking at the age of four. A joint remedial or preventative intervention, taking into account predictors of the specifi c and general domains, could be the optimal option to improve achievement in mathematics.

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