"Early numeracy skills" y rendimiento matemáticoun estudio longitudinal de 7 años

  1. Gospodinov Nazarchevici, Ana 1
  2. Mercader Ruiz, Jéssica 1
  3. Andrés Roqueta, Clara 1
  4. Abellán Roselló, Laura 1
  1. 1 Universitat Jaume I
    info

    Universitat Jaume I

    Castelló de la Plana, España

    ROR https://ror.org/02ws1xc11

Revue:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Année de publication: 2024

Titre de la publication: Viviendo la edad en positivo. El envejecimiento como riqueza del ser humano

Volumen: 1

Número: 1

Pages: 413-420

Type: Article

DOI: 10.17060/IJODAEP.2024.N1.V1.2634 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Résumé

Having good early numeracy skills seems to be important for success in this subject in later educational stages. However, most of the studies contemplate designs whose results cover up to the 1st cycle of Primary Education. The present longitudinal study aimed to explore the predictive value of certain early numeracy skills, such as counting skills, comparison magnitudes abilities, and logical operations, on mathematical performance and its components 6 years later. The sample included 91 children who were evaluated at two time points: Kindergarten (5-6 years) and 6th grade of Primary School (11-12 years). In Kindergarten, the TEDI-MATH (Gregóire et al., 2005) was used to assess the degree of acquisition of counting (conceptual and procedural), comparison of magnitudes (symbolic and non-symbolic), and logical operations (seriation, classification, conservation, and inclusion) early numeracy skills. In Primary School, the EVAMAT-6, version 3.0 (García et al., 2018) was administered to evaluate mathematical performance and its components (numbering, calculation, geometry, information and chance, and problem-solving). The results showed that procedural counting emerges as a prominent predictor of subsequent mathematical performance and its components. Likewise, although to a lesser extent, the influence of symbolic comparison skills and logical operations of seriation and conservation was also observed. The implications of thes findings for psychoeducational research and practice are discussed.

Références bibliographiques

  • Chu, F. W. y Geary, D. C. (2015). Early numerical foundations of young children’s mathematical development. Journal of Experimental Child Psychology, 132, 205-212.
  • De Smedt, B., Noël, M. P., Gilmore, C. y Ansari, D. (2013). How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children’s mathematical skills? A review of evidence from brain and behavior. Trends in Neuroscience and Education, 2(2), 48-55.
  • Desoete, A., Stock, P., Schepens, A., Baeyens, D. y Roeyers, H. (2012). Classification, seriation, and counting in grades 1, 2, and 3 as two-year longitudinal predictors for low achieving in numerical facility and arithmetical achievement? Journal of Psychoeducational Assessment, 27(3), 252-264.
  • García, J., García, B. y González, D. (2018). EVAMAT: Baterías para la Evaluación de la Competencia Matemática Básica. Volumen 3. Competencia Matemática Básica Avanzada: Baterías EVAMAT-6, EVAMAT-7 y EVAMAT-8.EOS
  • Geary, D. C., vanMarle, K., Chu, F. W., Rouder, J., Hoard, M. K. y Nugent, L. (2018). Early conceptual understanding of cardinality predicts superior school-entry number-system knowledge. Psychological science, 29(2), 191-205.
  • Gilmore, C. (2023). Understanding the complexities of mathematical cognition: A multi-level framework. Quarterly Journal of Experimental Psychology, 76(9), 1953-1972.
  • Grégoire, J., Nöel, M. y Van Nieuwenhoven, C. (2005). TEDI-MATH; Test para el Diagnostico de las Competencias Básicas en Matemáticas. TEA Ediciones.
  • IBM Corp. (2023). IBM SPSS Statistics for Windows, Version 29.0.2.0. IBM Corp
  • Khanum, S., Hanif, R., Spelke, E. S., Berteletti, I. y Hyde, D. C. (2016). Effects of non-symbolic approximate number practice on symbolic numerical abilities in Pakistani children. PloS one, 11(10), e0164436.
  • Kiss, A. J., Nelson, G. y Christ, T. J. (2019). Predicting third-grade mathematics achievement: A longitudinal investigation of the role of early numeracy skills. Learning Disability Quarterly, 42(3), 161-174.
  • Kolkman, M. E., Kroesbergen, E. H. y Leseman, P. P. (2013). Early numerical development and the role of nonsymbolic and symbolic skills. Learning and instruction, 25, 95-10.
  • Li, M., Cheng, D., Lu, Y. y Zhou, X. (2020). Neural association between non verbal number sense and arithmetic fluency. Human Brain Mapping, 41(18), 5128-5140.
  • Libertus, M. E., Feigenson, L. y Halberda, J. (2013). Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities. Journal of Experimental Child Psychology, 116(4), 829-838.
  • Mercader, J., Presentación, M. y Siegenthaler, R. (2017). Influencia de las habilidades matemáticas básicas en el rendimiento posterior. International Journal of Developmental and Educational Psychology, 3(1), 243-252.
  • Nogues, C. P. y Dorneles, B. V. (2021). Systematic review on the precursors of initial mathematical performance. International Journal of Educational Research Open, 2, 100035.
  • Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C. y Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement?. Early childhood research quarterly, 36, 550-560.
  • Östergren, R. y Träff, U. (2013). Early number knowledge and cognitive ability affect early arithmetic ability. Journal of Experimental Child Psychology, 115(3), 405-421.
  • Rabillas, A., Kilag, O. K., Cañete, N., Trazona, M., Calope, M. L. y Kilag, J. (2023). Elementary Math Learning Through Piaget’s Cognitive Development Stages. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 128-142.
  • Spreen, O. y Strauss, E. (1991). A compendium of neuropsychological tests: administration, norms, and commentary. New York: Oxford University Press.
  • Tobia, V., Bonifacci, P. y Marzocchi, G. M. (2016). Concurrent and longitudinal predictors of calculation skills in preschoolers. European Journal of Psychology of Education, 31(2), 155-174.
  • Toll, S. W. y Van Luit, J. E. (2014). Explaining numeracy development in weak performing kindergartners. Journal of Experimental Child Psychology, 124, 97-111.
  • Wechsler, D. (1981). Escala de Inteligencia de Wechsler para Preescolar y Primaria. TEA Ediciones.
  • Yildiz, G. (2020). Early Number Development in Children with Special Needs: Correspondence, Classification, Comparison and Seriation. International Journal of Early Childhood Special Education, 12(1).
  • Zhang, X., Räsänen, P., Koponen, T., Aunola, K., Lerkkanen, M. K. y Nurmi, J. E. (2017). Knowing, applying, and reasoning about arithmetic: Roles of domain-general and numerical skills in multiple domains of arithmetic learning. Developmental Psychology, 53(12), 2304.
  • Zhou, X., Wei, W., Zhang, Y., Cui, J. y Chen, C. (2015). Visual perception can account for the close relation between numerosity processing and computational fluency. Frontiers in Psychology, 6, 155845.
La source de données: Dialnet