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dc.contributor.author Cerda, G
dc.contributor.author Aragón, E
dc.contributor.author Pérez, C
dc.contributor.author Navarro, JI
dc.contributor.author Aguilar, M
dc.date.accessioned 2024-01-17T15:56:03Z
dc.date.available 2024-01-17T15:56:03Z
dc.date.issued 2018
dc.identifier.uri https://repositorio.uoh.cl/handle/611/925
dc.description.abstract This article presents the results of a comparative study regarding the impact and contribution of two instructional approaches to formal and informal mathematical reasoning with two groups of Spanish students, aged four and five. Data indicated that for both age groups, children under the ABN method [Open Algorithm Based on Numbers (ABN)] (n = 147) achieved better results than the group under the CBC approach (Closed Algorithms Based on Ciphers) (n = 82), which is the widespread approach in Spanish schools to teach formal and informal mathematical reasoning. Furthermore, the comparative analyses showed that the effect is higher in the group of students who received more instruction on skills considered domain-specific predictors of later arithmetic performance. Statistically significant differences were found in 9 of the 10 dimensions evaluated by TEMA-3 (p < 0.01), as well as on estimation tasks in the number-line for the 5-year-old-group. However, the 4-year-old group only presented significant results in calculation and concepts tasks about informal mathematical reasoning. We discuss that these differences arise by differential exposure to specific number-sense tasks, since the groups proved to be equivalent in terms of receptive vocabulary, processing speed, and working memory. The educational consequences of these results were also analyzed.
dc.description.sponsorship FONDECYT(Comision Nacional de Investigacion Cientifica y Tecnologica (CONICYT)CONICYT FONDECYT)
dc.description.sponsorship Basal Financing Program from the Associative Research Program at CONICYT, Chile
dc.description.sponsorship MINECO, Spain(Spanish Government)
dc.relation.uri http://dx.doi.org/10.3389/fpsyg.2018.01811
dc.subject domain-specific precursors
dc.subject TEMA-3
dc.subject early arithmetic
dc.subject ABN method
dc.subject mathematics
dc.title The Open Algorithm Based on Numbers (ABN) Method: An Effective Instructional Approach to Domain-Specific Precursors o f Arithmetic Development
dc.type Artículo
uoh.revista FRONTIERS IN PSYCHOLOGY
dc.identifier.doi 10.3389/fpsyg.2018.01811
dc.citation.volume 9
dc.identifier.orcid Cerda, Gamal/0000-0002-3662-4179
dc.identifier.orcid Navarro, Jose I./0000-0002-0738-2641
dc.identifier.orcid Aragón, Estíbaliz/0000-0002-0440-5705
dc.identifier.orcid Pérez, Carlos/0000-0001-6035-7341
dc.identifier.orcid Aragón, Estíbaliz/0000-0002-0440-5705
uoh.indizacion Web of Science


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