Evaluación de habilidades matemáticas básicas en niños de 4 años de edad

• Autores: Jesica Formoso, Juan Pablo Barreyro, Irene Injoque Ricle, Silvia Jacubovich
• Localización: Subjetividad y Procesos Cognitivos, ISSN-e 1666-244X, Vol. 21, Nº. 2, 2017 (Ejemplar dedicado a: Nuevos Instrumentos II), págs. 42-58
• Idioma: español
• Títulos paralelos:
  • Assessment of basic math skills in 4 year-old children
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    El objetivo del este trabajo fue presentar un instrumento, la Batería de Habilidades Matemáticas Básicas (ad hoc), diseñado y validado para medir un conjunto amplio de habilidades matemáticas básicas en niños de 4 a 6 años y detectar posibles alteraciones de la función matemática de forma previa al ingreso del niño a la educación formal. Para ello se describió el desempeño en habilidades matemáticas básicas en niños de 4 años evaluados a partir de este instrumento. Adicionalmente, se analizó el grado de asociación entre el conocimiento de numerales arábigos y la discriminación de cantidades, y el valor predictivo de estas variables sobre la resolución de problemas aritméticos. Se observó que, si bien la comprensión y uso de arábigos y la discriminación de cantidades no se asocian entre sí, ambas predicen una habilidad matemática más compleja como la resolución de problemas aritméticos.

  • English

    The aim of this study was to present an instrument, the Basic Mathematical Skills Battery (ad hoc), designed and validated to measure a broad set of basic mathematical skills in children of 4 to 6 years of age, and to detect possible alterations of the mathematical function prior to the child’s entry into formal education. For this purpose, we assessed the performance of 4-year-olds with this instrument. Additionally, we analyzed the degree of association between the knowledge of Arabic numerals and the discrimination of quantities, and the predictive value of these variables on the resolution of arithmetic problems. We observed that, although the understanding and use of Arabic numerals and the discrimination of quantities are not associated with each other, both predict a more complex mathematical ability like the resolution of arithmetic problems.

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