Acceso usuarios
[1]
;
María Belén García-Martín
[1]
Colombia
Las dificultades de aprendizaje en Matemáticas (DAM) han sido estudiadas por parte de los investigadores en los últimos años. La literatura sobre su clasificación y su identificación en niños ha sido relevante; sin embargo, es poca la bibliografía actual acerca de cómo superar dichas dificultades en niños. El presente estudio tuvo como objetivo la validación de un protocolo para mejorar habilidades en el campo de las matemáticas. La muestra se componía de 59 niños con esta característica, además del bajo rendimiento en dicha área. Los participantes tenían entre 7 y 10 años y estaban cursando entre segundo y cuarto año de primaria. El diseño es cuasiexperimental con medidas pretest-postest y grupo control en lista de espera. El programa constó de cinco semanas, con una sesión semanal de forma grupal con una duración de 50 minutos aproximadamente. Los instrumentos de evaluación fueron: TEDI-MATH para la identificación de las DAM y tres subpruebas de la WISC-IV, dígitos, conceptos y claves. Los resultados de la investigación arrojaron diferencias significativas entre el grupo control y experimental para todas las pruebas de la TEDI-MATH y para la subprueba de conceptos en WISC-IV. Los resultados son coherentes con otras investigaciones relacionadas con la comorbilidad entre los campos del lenguaje y las matemáticas. Se concluye que, al entrenar aspectos relacionados con la adquisición del lenguaje mejora la comprensión y el manejo de las competencias en matemáticas en los niños.
Learning Disabilities Mathematical LDM, have been the subject of study since the decade of the 70`s, advances in this field have allowed a correct identification and classification through the design of various instruments for this objective. The number of investigations that address intervention protocols to improve this type of difficulties in children is even more limited. On this way, comorbidities have also been found different researches with the Language Learning Disabilities LLD, and as well as their relationship with the neurological development of children. It is estimated that in countries like Germany, USA, and Spain, the percentage of children with LDM is between 3% and 8%. In particular, in Colombia at the moment, there is very little research that allows identifying these difficulties in children, as well as very little research on the different types of intervention to improve these difficulties in Math. In General, there are little current literature on how to overcome such difficulties in children. An intervention based on the perspective of dynamic assessment would be useful for children who have these difficulties. The dynamic assessment implies two important concepts: activity and modifiability. The tester and the inquired assume an active role, where the tester intervenes and modifies the interaction with the inquired with the purpose of successfully inducing learning. The inquired is directed and reinforced to assume an active role in searching and organizing information. The product of the assessment is modifiability or change in cognitive functioning. This study presents the validation of a protocol based on dynamic assessment to improve skills in the field of mathematics. The sample was 59 Colombian children from public schools in the city of Bogotá. Participants were between 7 to 10 years old and from second to fourth grade. They had Mathematics Learning Difficulties in evaluated with TEDI-MATH on short version. They were distributed in 28 boys and 31 girls with this characteristic. And children who were undergoing psychological, medicated and/or clinical treatment processes were excluded. The design used was quasi-experimental with pretest-posttest measures and control group on the waiting list. The program considered five weeks, with one weekly session of group with a duration of approximately 50 minutes. The evaluation instruments were: TEDI-MATH which was used for the identification of the MLD; 3 sub tests of the WISC-IV, digits, concepts and keys. And PAMATH-C protocol was used for the intervention with children with the aforementioned difficulties. The results of the investigation showed significant differences between the control and experimental group for all the TEDI-MATH tests and for the subtest of concepts in WISC-IV. The results are consistent with other research related to comorbidity between the fields of language and mathematics. The results showed that like other research based interventions with Learning Potential training programs are effective in improving the different metacognitive abilities among the participants. and has a significant effect on the decrease in Mathematical Learning Disabilities. This research leaves projections for an application to a larger population in Colombia and in South America of the TEDYMATH test on short version, since good discrimination was observed for children with LDM. The application of the PAMATH-C protocol in other types of rural and urban population throughout the territories will improve the identification of children with difficulties. In addition, the contribution for the design of new tests based on dynamic evaluation and its form of application to improve other types of difficulties in both children and adults. Therefore, an immense methodological field to develop future protocols based on the Learning Potential. It is concluded that when training aspects related to language acquisition, it improves the understanding and management of mathematics in children.
