Procesamiento de magnitudes numéricas y ejecución matemática

  1. Josetxu Orrantia 1
  2. Sara San Romualdo 1
  3. Sánchez, R. 1
  4. Laura Mantilla 1
  5. David Muñez 2
  6. Lieven Verschaffel 3
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

  2. 2 National Institute of Education. Center for Research in Child Development (Singapur)
  3. 3 KU Leuven
    info

    KU Leuven

    Lovaina, Bélgica

    ROR https://ror.org/05f950310

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Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2018

Issue: 381

Pages: 133-146

Type: Article

DOI: 10.4438/1988-592X-RE-2017-381-383 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

Recent research suggests that individual differences in mathematics are related to the ability to basic number processing skills, such as the ability to process numerical magnitudes. A key question in this emerging field of research is which skills related to the magnitude processing predict the mathematical competence: either no symbolic magnitude processing, or the access to those magnitudes from the symbolic numbers. The present study extended this research by investigating the role of the size of the quantities (small vs. large). Fifty-two children were assessed on nonsymbolic and symbolic magnitude processing measures at the start of formal schooling and mathematics achievement was evaluated two years later. Hierarchical regression analyzes showed that large symbolic magnitude processing was a stronger predictor of future mathematical achievement compared to the other magnitude processing measures. These results were interpreted in terms of their educational implications, specifically in the use of screening tools for identifying children with difficulties in mathematics.

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Funding information

Este trabajo fue realizado como parte del proyecto financiado PSI2015-66802-P del Ministerio de Economía y Competitividad

Funders

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Data source: Dialnet