Acerca de números, dificultades e intervenciones

Sandra Torresi

Abstract


La capacidad para utilizar las representaciones simbólicas en diferentes contextos es un recurso adaptativo indispensable para resolver con fluidez las situaciones numéricas.  Recientemente, en el ámbito científico se ha abierto un debate acerca de los procesos cognitivos específicos involucrados en la competencia numérica que podría impactar en futuras conceptualizaciones sobre las características de las dificultades del aprendizaje matemático.  Sin embargo, los aportes actuales de la neurociencia y la psicología cognitiva se traducen en un marco referencial interdisciplinario que permite describir las dificultades en el aprendizaje matemático y la discalculia de desarrollo, diseñar intervenciones preventivas y proponer prácticas educativas adecuadas a los perfiles de desempeño de los estudiantes.


Keywords


Sentido numérico; sistema de aproximación numérica; discalculia del desarrollo; dificultades en el aprendizaje matemático; modelo de respuesta a la intervención

Full Text:

PDF (Español)

References


1. Dehaene S. The number sense: How the mind creates mathematics (revised and updated edition). New York: Oxford University Press; 2011.

2. Cohen Kadosh R, Dowker A. (Eds.). The Oxford Handbook of Numerical. Oxford: Oxford Library of Psychology; 2015.

3. Dennis MS, Sharp E, Chovanes J, Thomas A, Burns RM, Custer B, et al. A meta-analysis of empirical research on teaching students with mathematics learning difficulties. Learn. Disabil. Res. Pract. 2016; 31, 156–168.

4. Spelke E, Sang Ah L, Izard V. Beyond core knowledge: natural geometry. Cogn Sci. 2010; 34(5): 863-884.

5. Butterworth B. Dyscalculia. From Science to Education. NY: Routledge. 2019.

6. Xu F, Spelke ES, Goddard S. Number sense in human infants. Dev Sci. 2005; 8(1):88-101.

7. Libertus M, Odic D, Halberda J. Intuitive sense of number correlates with math scores on college-entrance examination. Acta Psychologica. 2012; 141: 373-379.

8. Brannon EM, Jordan KE, Jones SM. Behavioral signatures of numerical discrimination. En Platt ML, Ghazanfar AA (Eds.). Primate neuroethology Oxford. Oxford: Oxford University Press; 2010. 44-159.

9. Halberda J, Mazzocco M, Feigenson L. Individual differences in non-verbal number acuity correlate with maths achievment, Nature. 2008; 455:665-668..

10. Wilkey E, Ansari D. Challenging the neurobiological link between number sense and symbolic numeral abilities. Ann.N.Y.Acad.Sci. 2019; 1-23..

11. Balbi A, Dansilio S. Dificultades de aprendzaje del cálculo: contribuciones al diagnóstico psicopedagógico. Cs. Ps. 2010; IV (1):7-15..

12. Wilson A, Dehane S. Number sense and developmental dyscalculia. En Coch D, Dawson G, Fischer KW (Eds.). Human behavior, learning, and the developing brain: Atypical development. NY: The Guilford Press. 2007 (212-238)..

13. Schneider M, Beeres K, Coban L, Merz S, Schmidt S, Stricker J, et al. Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: A meta-analysis. DevScience. 2016; 20:1-16.

14. Piazza M, Facoetti A, Trussardi A, Berteletti I, Conte S, Lucangeli D. Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. Cognition. 2010; 116(1):33-41.

15. Molko N, Cachia A, Rivière D, Mangin J, Bruandet M, Le Bihan D, et al. Functional and Structural Alterations of the Intraparietal Sulcus in a Developmental Dyscalculia of Genetic Origin. Neuron. 2003; 40: 847-858.

16. Sokolowski HM, Fias W, Mousa A, Ansari D. Common and distinct brain regions in 582 both parietal and frontal cortex support symbolic and nonsymbolic number processing in 583 humans: A functional neuroimaging meta-analysis. Neuroimage. 2016. doi:10.1016/j.neuroimage.2016.10.028.

17. Szucs D, Devine A, Soltesz F, Nobes A, Gabriel F. Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex. 2013; 49: 2674–88.

18. Andersson, U. Skill development in different components of arithmetic tests of executive functioning in children. Child Neuropsychology. 2010; 5: 115- 129. doi: 10.1076/chin.5.2.115.3167.

19. Libertus ME, Odic D, Halberda J. Intuitive sense of number correlates with math scores on college-entrance examination. Acta Ps. 2012; 141:373–379.

20. Mejias S, Mussolin C, Rousselle L, Grégoire J, Noël M. Numerical and non-numerical estimation in children with and without mathematical learning disabilities. Child Neurop. 2011; 37-41. doi: 10.1080/09297049.2011.6253 55.

21. Gillespie A, Graham S. (2014). A Meta-Analysis of Writing Interventions for Students with Learning Disabilities. Exceptional Children. 2014; 80(4): 454-473.

22. Clements D, Sarama J, Germeroth C. Learning executive function and early mathematics: Directions of casual relations. Early Childhood Research Quarterly. 2016; 36: 79-90.

23. Feigenson L, Libertus ME, Halberda J. Links between the intuitive sense of number and formal mathematics ability. Child Dev Perspectives. 2013;7(2):74-79. doi:10.1111/cdep.12019.

24. Xin, Jitendra, Deatline-Bunchman. The Effect of Schema-Based Instruction in Solving Mathematics Word Problems: An Emphasis on Prealgebraic Conceptualization of Multiplicative Relations. Journal for Research in Mathematics Education. 2008; 39(5):526-551.

25. Cueli M, González-Castro P, Krawec J, Núñez JC, González-Pienda JA. Hipatia: a hypermedia learning environment in mathematic. Anales de Psicología. 2016; 32(1): 98-105. doi: 10.6018/analesps.32.1.185641.

26. Carey E, Hill F, Devine A, Szücs D. The chicken or the egg? The direction of the relationship between mathematics anxiety and matthematics performance. Front Psychol. 2016; 6:.

27. Gilmore CK, McCarthy SE, Spelke ES. Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling. Cognition. 010;115(3):394-406. doi: 10.1016/j.cognition.2010.02.002.

28. Fuchs, D., y Fuchs, L. (2006. Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly. 2006; 41(1): 93-99.

29. Park, K, Brannon, E. Improving arithmetic performance with number sense training: an investigation of underlying mechanism. Cognition. 2014; 133(1):188-200.

30. Loeches, M. Neuroscience and education: we already reached the tipping point. Rev Psico. 2015; 2: 67-70.




DOI: https://doi.org/10.1344/joned.v1i1.31681

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Sandra Torresi

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Indexed in: Crossref, CLOCKSS, Google Scholar
Upcoming indexing: LatIndex
 
 
 

Partner:
RCUB revistesub@ub.edu Avís Legal RCUB Universitat de Barcelona