Involvement of executive functions, emotional intelligence, and study habits in mathematical problem-solving and calculation in elementary school

  1. Katya Martin-Requejo 1
  2. Alejandro González-Andrade 1
  3. Aitor Álvarez-Bardón 1
  4. Sandra Santiago-Ramajo 1
  1. 1 Universidad International de La Rioja
Revue:
Revista de psicodidáctica

ISSN: 1136-1034

Année de publication: 2023

Volumen: 28

Número: 2

Pages: 145-152

Type: Article

DOI: 10.1016/J.PSICOE.2023.07.002 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Revista de psicodidáctica

Objectifs de Développement Durable

Résumé

Dado que matemáticas es la asignatura más difícil para el alumnado desde edades tempranas, es necesario comprender los procesos subyacentes. Así, con el presente estudio se ha pretendido analizar la relación entre las habilidades de cálculo y resolución de problemas matemáticos (RPM) con las funciones ejecutivas (FE), la inteligencia emocional (IE) y los hábitos y técnicas de estudio (HTE) en estudiantes de 9-12 años. El estudio se ha llevado a cabo con 70 estudiantes (40 niñas) de cinco escuelas de la Comunidad Autónoma del País Vasco de España. Los resultados han mostrado que la RPM se relaciona significativamente con las FE, la IE y los HTE, mientras que el cálculo sólo ha correlacionado con las FE y los HTE, todo ello controlando el efecto del CI. Además, la RPM ha correlacionado con un mayor número de subescalas de las EF, la EI y los HTE que el cálculo. Junto a ello, se han observado diferencias significativas en las EF y la EI en función del nivel de rendimiento en RPM, mientras que en cálculo se han encontrado diferencias significativas en las EF y los HTE. Por tanto, diferentes procesos neuropsicológicos subyacen a cada habilidad matemática, lo que implica la necesidad de una intervención diferencial con cada una de ellas. Todo ello a través de programas que fomenten el aprendizaje matemático de todo el alumnado indistintamente o que promuevan el desarrollo de las habilidades matemáticas en función de la dificultad específica del estudiante.

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