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Las diferencias individuales en la agudeza numérica no verbal se correlacionan con los logros matemáticos
Justin Halberda1, Michèle M M Mazzocco, Lisa Feigenson
1Johns Hopkins University, Ames Hall, 3400 North Charles Street, Baltimore, Maryland 21218, USA. halberda@jhu.edu
Nature
|September 9, 2008
Resumen
Las diferencias individuales en el sentido numérico no verbal de los niños se correlacionan con los logros matemáticos. Esto sugiere un vínculo entre las habilidades numéricas innatas y el éxito académico en matemáticas.
Área de la Ciencia:
- Ciencias Cognitivas Ciencias Cognitivas.
- Psicología del desarrollo Psicología del desarrollo.
- La neurociencia es la neurociencia.
Sus antecedentes:
- La competencia matemática humana se basa en los sistemas numéricos simbólicos y aproximados.
- El sistema de números aproximados (ANS) es evolutivamente antiguo, compartido entre especies y desarrollo.
- Las diferencias individuales en la agudeza de la ANS y su vínculo con las habilidades matemáticas formales son en gran medida desconocidas.
Objetivo del estudio:
- Investigar las diferencias individuales en el sentido numérico no verbal (agudeza ANS) en niños.
- Para determinar la relación entre la agudeza de la ANS y el logro matemático.
- Para explorar la persistencia de esta relación a través de diferentes etapas de desarrollo.
Principales métodos:
- Evaluación de las habilidades de aproximación no verbal en niños de 14 años.
- La agudeza de la ANS correlacionada con las puntuaciones pasadas de las pruebas estandarizadas de rendimiento matemático desde el jardín de infantes en adelante.
- Controlado para otros factores cognitivos y de rendimiento.
Principales resultados:
- Se observaron diferencias individuales significativas en las habilidades de aproximación no verbal.
- La agudeza de la ANS se correlacionó fuertemente con el rendimiento en matemáticas, incluso desde el jardín de infantes.
- La correlación se mantuvo significativa después de controlar otros factores cognitivos.
Conclusiones:
- Las diferencias individuales en los logros escolares en matemáticas están vinculadas a la agudeza del sentido innato aproximado de los números.
- Las diferencias tempranas en el sentido numérico pueden afectar el aprendizaje posterior de las matemáticas.
- Se necesita más investigación sobre la interacción entre el sentido numérico, la educación matemática y los factores externos.
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