Marcadores nucleares de la competencia aritmética en preescolares

  1. Orrantia, José
  2. San Romualdo, Sara
  3. Matilla, Laura
  4. Sánchez, Mercedes R.
  5. Múñez, David
  6. Verschaffel, Lieven
Revue:
Psychology, Society & Education

ISSN: 1989-709X,  2171-2085

Année de publication: 2017

Volumen: 9

Número: 1

Pages: 121-134

Type: Article

DOI: 10.25115/PSYE.V9I1.466 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Psychology, Society & Education

Résumé

The numerical and arithmetic skills are critical predictors of academic success. In current studies, it has been questioned what numerical skills relate with arithmetic achievement, whether the non-symbolic numerical magnitudes processing or the symbolic magnitudes processing. In the current study a sample of 104 preschool children was taken. They completed a non-symbolic numerical comparison task, a symbolic numerical comparison task and a dot enumeration task, as well as a standardized arithmetic performance test (TEMA-3). Moreover, general cognitive skills such a intelligence, processing speed, inhibitory control, memory span and visuo-spatial memory, were controlled. To test whether the variables of number processing predict in the absence of the above predictors, it was conducted a hierarchical regression analysis, taking the TEMA-3 as a dependent variable and introducing the other predictors and the numerical processing tasks in next steps. The model explained 65.5% of the variance. But only the symbolic magnitudes comparison and the enumeration contributed to the arithmetic achievement variance in absence of the control variables, while the non-symbolic magnitudes comparison did not contribute significantly. These results suggest that a good knowledge of symbolic numbers is important to the children’s mathematical development, being particularly crucial the access to the magnitude from symbolic numbers more than the magnitude representation per se.

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