Actividades numéricas en el hogar y desempeño matemático en niños preescolares
Conteúdo do artigo principal
Resumo
Varios estudios han comprobado que la calidad del ambiente del hogar tiene efectos en el desempeño de niñas y niños. Por ejemplo, se ha reportado que los niños que más se involucran en actividades lúdicas con contenido numérico suelen tener mejor rendimiento en el área de las matemáticas. En este estudio participaron 37 díadas madre-hijo que asistían a un centro educativo de educación preescolar. Se recogieron datos sobre la frecuencia de realización de actividades numéricas en el hogar, nivel socioeconómico y expectativas y actitudes de los padres hacia la matemática. Se evaluaron las habilidades matemáticas de los/as niños/as y la capacidad de estimación no simbólica. Los resultados muestran una correlación positiva significativa entre la frecuencia de realización de actividades numéricas en el hogar y el desempeño matemático de los niños. Se discuten posibles influencias del nivel socioeconómico y de la capacidad de estimación de los niños.
Detalhes do artigo
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Commons Attribution License, CCAL). Com esta licença, os autores conservam o direito de propriedade sobre artigos mas permitem que qualquer pessoa façam download e distribuam os artigos publicados na RACC sem necessidade da permissão do autor ou editor. Uma última condição é que sempre, e em todos os casos, o autor e a fonte original de publicação (p.e., RACC) sejam citados. Esta licença foi desenvolvido para facilitar o acesso aberto, gratuito e livre a trabalhos originais do arte e ciência.
Como Citar
Referências
Benavides-Varela, S., Butterworth, B., Burgio, F., Arcara, G., Lucangeli, D., & Semenza, C. (2016). Numerical activities and information learned at home link to the exact numeracy skills in 5–6 years-old children. Frontiers in Psychology, 7, 94. doi: 10.3389/fpsyg.2016.00094
Bicer, A., Capraro, M. M., & Capraro, R. (2013). The Effects of Parent’s SES and Education Level on Students’ Mathematics Achievement: Examining the Mediation Effects of Parental Expectations and Parental Communication. The Online Journal of New Horizons in Education, 3(4), 89–97.
Bonny, J. W., & Lourenco, S. F. (2013). The approximate number system and its relation to early math achievement: Evidence from the preschool years. Journal of Experimental Child Psychology, 114(3), 375-388. doi: 10.1016/j.jecp.2012.08.015
Chiu, M. S. (2018). Effects of early numeracy activities on mathematics achievement and affect: Parental value and child gender conditions and socioeconomic status mediation. EURASIA Journal of Mathematics, Science and Technology Education, 14, 12. doi: 10.29333/ejmste/97191
DeFlorio, L., & Beliakoff, A. (2015). Socioeconomic status and preschoolers' mathematical knowledge: The contribution of home activities and parent beliefs. Early Education and Development, 26(3), 319-341. doi: 10.1080/10409289.2015.968239
Dehaene, S. (1992). Varieties of numerical abilities. Cognition, 44(1-2), 1-42. doi: 10.1016/0010-0277(92)90049-N
Dehaene, S. (2011). The Number Sense: How the mind creates Mathematics. Nueva York, USA: Oxford University Press.
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318(5855), 1387-1388. doi: 10.1126/science.1151148
Eason, S. H., & Ramani, G. B. (2018). Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities. Child Development, 91(2), 546-562. doi: 10.1111/cdev.13199
Filippetti, V. A. (2012). Socioeconomic Status and Cognitive Skills in School-Age Children: Predicting and Mediating Variables. Psykhe, 21(1), 3-20. doi: 10.4067/S0718-22282012000100001
Fuhs, M. W., & McNeil, N. M. (2013). ANS acuity and mathematics ability in preschoolers from low-income homes: contributions of inhibitory control. Developmental Science, 16(1), 136-148. doi: 10.1111/desc.12013
Ginsburg, H., & Baroody, A. J. (2003). TEMA-3: Test of early mathematics ability. Austin, Texas: Pro-ed.
Hackman, D. A., & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends In Cognitive Sciences, 13(2), 65-73. doi: 10.1016/j.tics.2008.11.003
Halberda, J. P. (2015). Patente EUA No. 14/467, 261. Washington DC: Oficinas de Patentes y Marcas de EUA.
Halberda, J., Ly, R., Wilmer, J. B., Naiman, D. Q., & Germine, L. (2012). Number sense across the lifespan as revealed by a massive Internet-based sample. Proceedings of the National Academy of Sciences, 109(28), 11116-11120. doi: 10.1073/pnas.1200196109
Halberda, J., Mazzocco, M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455(7213), 665-668. doi: 10.1038/nature07246
Jordan, N. C., Huttenlocher, J., & Levine, S. C. (1992). Differential calculation abilities in young children from middle-and low-income families. Developmental Psychology, 28(4), 644-653. doi: 10.1037/0012-1649.28.4.644
Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850-867. doi: 10.1037/a0014939
Jordan, N. C., & Levine, S. C. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews, 15(1), 60-68. doi: 10.1002/ddrr.46
Kinzler, K. D., & Spelke, E. S. (2007). Core systems in human cognition. Progress In Brain Research, 164, 257-264. doi: 10.1016/S0079-6123(07)64014-X
Kleemans, T., Peeters, M., Segers, E., & Verhoeven, L. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27(3), 471-477. doi: 10.1016/j.ecresq.2011.12.004
Klibanoff, R. S., Levine, S. C., Huttenlocher, J., Vasilyeva, M., & Hedges, L. V. (2006). Preschool children's mathematical knowledge: The effect of teacher "math talk". Developmental Psychology, 42(1), 59-69. doi: 10.1037/0012-1649.42.1.59
LeFevre, J. A., Polyzoi, E., Skwarchuk, S. L., Fast, L., & Sowinski, C. (2010). Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children? International Journal of Early Years Education, 18(1), 55-70. doi: 10.1080/09669761003693926
LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 41(2), 55-66. doi: 10.1037/a0014532
Libertus, M. E., Feigenson, L., & Halberda, J. (2011). Preschool acuity of the approximate number system correlates with school math ability. Developmental Science, 14(6), 1292-1300. doi: 10.1111/j.1467-7687-2011.01080.x
Libertus, M. E., Feigenson, L., & Halberda, J. (2013a). Is approximate number precision a stable predictor of math ability? Learning and Individual Differences, 25, 126-133. doi: 10.1016/j.lindif.2013.02.001
Libertus, M. E., Feigenson, L., & Halberda, J. (2013b). Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities. Journal of Experimental Child Psychology, 116(4), 829-838. doi: 10.1016/j.jecp.2013.08.003
Lipton, J. S., & Spelke, E. S. (2003). Origins of number sense large-number discrimination in human infants. Psychological Science, 14(5), 396-401. doi: 10.1111/1467-9280.01453.
Llambí, C., & Piñeyro, L. (2012). Índice de Nivel Socioeconómico INSE. Revisión anual 2012. Centro de Investigaciones Económicas, CINVE, Uruguay. Recuperado de: https://www.cinve.org.uy/wp-content/uploads/2012/12/Rev_INSE_nov2012_.pdf
Mackey, A. P., Hill, S. S., Stone, S. I., & Bunge, S. A. (2011). Differential effects of reasoning and speed training in children. Developmental Science, 14(3), 582-590. doi: 10.1111/j.1467-7687.2010.01005.x
Melhuish, E. C. (2010). Why children, parents and home learning are important. En K. Sylva, E. C. Melhuish, P. Sammons, I. Siraj-Blatchford, & B. Taggart (Eds.), Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project (pp. 44-69). Abingdon, UK: Routledge.
Missall, K., Hojnoski, R. L., Caskie, G. I., & Repasky, P. (2015). Home numeracy environments of preschoolers: Examining relations among mathematical activities, parent mathematical beliefs, and early mathematical skills. Early Education and Development, 26(3), 356-376. doi: 10.1080/10409289.2015.968243
Mutaf Yıldız, B., Sasanguie, D., De Smedt, B., & Reynvoet, B. (2018). Frequency of home numeracy activities is differentially related to basic number processing and calculation skills in kindergartners. Frontiers in Psychology, 9, 340. doi: 10.3389/fpsyg.2018.00340
Napoli, A. R., & Purpura, D. J. (2018). The home literacy and numeracy environment in preschool: Cross-domain relations of parent–child practices and child outcomes. Journal Of Experimental Child Psychology, 166, 581-603. doi: 10.1016/j.jecp.2017.10.002
Niklas, F., Cohrssen, C., & Tayler, C. (2016). Improving preschoolers’ numerical abilities by enhancing the home numeracy environment. Early Education and Development, 27(3), 372-383. doi: 10.1080/10409289.2015.1076676
Noble, K. G., Norman, M. F., & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 74-87. doi: 10.1111/j.1467-7687.2005.00394.x
Odic, D., Lisboa, J. V., Eisinger, R., Olivera, M. G., Maiche, A., & Halberda, J. (2016). Approximate number and approximate time discrimination each correlate with school math abilities in young children. Acta Psychologica, 163, 17-26. doi: 10.1016/j.actpsy.2015.10.010
Siegler, R. S., & Ramani, G. B. (2008). Playing linear numerical board games promotes low-income children's numerical development. Developmental Science, 11(5), 655-661. doi: 10.1111/j.1467-7687.2008.00714.x
Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63-84. doi: 10.1016/j.jecp.2013.11.006
Spelke, E. S., & Kinzler, K. D. (2007). Core knowledge. Developmental Science, 10(1), 89–96. doi: 10.1111/j.1467-7687.2007.00569.x
Starr, A., Libertus, M. E., & Brannon, E. M. (2013). Number sense in infancy predicts mathematical abilities in childhood. Proceedings of the National Academy of Sciences, 110(45), 18116-18120. doi: 10.1073/pnas.1302751110
Stevens, C., Lauinger, B., & Neville, H. (2009). Differences in the neural mechanisms of selective attention in children from different socioeconomic backgrounds: an event-related brain potential study. Developmental Science, 12(4), 634-646. doi: 10.1111/j.1467-7687.2009.00807.x
Susperreguy, M. I., & Davis-Kean, P. E. (2016). Maternal math talk in the home and math skills in preschool children. Early Education and Development, 27(6), 841-857. doi: 10.1080/10409289.2016.1148480
Susperreguy, M. I., Douglas, H., Xu, C., Molina-Rojas, N., & LeFevre, J. A. (2018). Expanding the Home Numeracy Model to Chilean children: Relations among parental expectations, attitudes, activities, and children’s mathematical outcomes. Early Childhood Research Quarterly, 50(3), 16-28. doi: 10.1016/j.ecresq.2018.06.010
Vandermaas-Peeler, M., Mischka, M., & Sands, K. (2019). ‘What do you notice?’ Parent guidance of preschoolers’ inquiry in activities at home. Early Child Development and Care, 189(2), 220-232.
Xu, F., & Spelke, E. S. (2000). Large number discrimination in 6-month-old infants. Cognition, 74(1), B1-B11. doi: 10.1016/S0010-0277(99)00066-9
Zippert, E. L., & Rittle-Johnson, B. (2020). The home math environment: More than numeracy. Early Childhood Research Quarterly, 50(3), 4-15. doi: 10.1016/j.ecresq.2018.07.009