Acceso usuarios
Jessica Mercader Ruiz, Ana Gospodinov Nazarchevici, Laura Abellán Roselló, Clara Andrés Roqueta
Las habilidades matemáticas adquiridas durante la etapa de Educación Infantil pueden predecir el rendimiento matemático al finalizar la escolaridad, siendo éste un factor determinante de la empleabilidad en la adultez. En este sentido, parece plausible determinar perfiles tempranos con el objetivo de contribuir a la detección de las dificultades en el área de las matemáticas. Por ello, este estudio retrospectivo consistió en analizar las diferencias en las competencias matemáticas básicas evaluadas en Educación Infantil entre niños y niñas categorizados en función de su rendimiento matemático en 6º de Educación Primaria. La muestra estuvo compuesta por 91 estudiantes, de los cuales el 18.68% (n = 17) mostraron dificultades de aprendizaje en matemáticas (DAM), el 37.36% presentó un rendimiento medio (n = 34) y el 43.96% rendimiento alto (n = 40) en la batería EVAMAT-6 versión 3.0 (García et al., 2018) administrada al finalizar la etapa de Educación Primaria. Para evaluar el grado de adquisición de competencias matemáticas básicas en Educación Infantil, se administró el TEDI-MATH (Gregóire et al., 2005) seis años antes, que evalúa las competencias de conteo (conceptual y procedimental), comparación de magnitudes (simbólicas y no-simbólicas) y operaciones lógicas (seriación, clasificación, conservación e inclusión). Los resultados ponen de manifiesto que los estudiantes con DAM mostraron un desempeño significativamente inferior en competencias matemáticas clave en comparación con el grupo de rendimiento alto, tales como el conteo procedimental, las habilidades de comparación simbólica y la seriación y conservación lógicas. Estos hallazgos poseen implicaciones para la detección de las DAM y, además, profundizan en la determinación de perfiles de alto rendimiento matemático en etapas tempranas del desarrollo.
Mathematical skills acquired during kindergarten can predict mathematical performance at the end of schooling, being a keyfactor of employability in adulthood. In this sense, it seems plausible to determine early profiles with the aim of contributing to the detection of difficulties in mathematics. Thus, this retrospective study consisted of analyzing the differences in early numeracy skills evaluated in kindergarten between children categorized according to theirmathematical performance in 6th grade of Primary School. The sample was made up of 91 students, of which 18.68% (n = 17) showed math learning difficulties (MLD), 37.36% (n = 34) presented average performance and 43.96% (n = 40) scored high performance in the EVAMAT-6 battery (3.0 version, García et al., 2018) administeredat the end of the Primary stage. To evaluate the degree of acquisition of early numeracy skills in Kindergarten, the TEDI-MATH test (Gregóire et al., 2005) was administered six years ago, which assesses counting skills (conceptual and procedural), magnitude comparison abilities (symbolic and non-symbolic) and logical operations (seriation, classification, conservation, and inclusion). The results show that students with MLD showed significantly poorer performance in key mathematical skills compared to the high-achieving group, such as procedural counting,symbolic comparison skills, and logical seriation and conservation. These findings have implications for the detection of MLD and, in addition, go deeper into the determination of high mathematical performance profiles in the early stages of development.
Mathematical skills acquired during kindergarten can predict mathematical performance at the end of schooling, being a key factor of employability in adulthood. In this sense, it seems plausible to determine early profiles with the aim of contributing to the detection of difficulties in mathematics. Thus, this retrospective study consisted of analyzing the differences in early numeracy skills evaluated in kindergarten between children categorized according to their mathematical performance in 6th grade of Primary School. The sample was made up of 91 students, of which18.68% (n = 17) showed math learning difficulties (MLD), 37.36% (n = 34) presented average performance and 43.96% (n = 40) scored high performance in the EVAMAT-6 battery (3.0 version, García et al., 2018) administered at the end of the Primary stage. To evaluate the degree of acquisition of early numeracy skills in Kindergarten, the TEDI-MATH test (Gregóire et al., 2005) was administered six years ago, which assesses counting skills (conceptual and procedural), magnitude comparison abilities (symbolic and non-symbolic) and logical operations (seriation, classification, conservation, and inclusion). The results show that students with MLD showed significantly poorer performance in key mathematical skills compared to the high-achieving group, such as procedural counting, symbolic comparison skills, and logical seriation and conservation. These findings have implications for the detection of MLD and, in addition, go deeper into the determination of high mathematical performance profiles in the early stages of development.
