Habilidades tempranas en matemáticas inciden en el rendimiento de los niños

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Esta fue parte de las conclusiones de distintos estudios que se dieron a conocer en el Seminario Internacional “Las Matemáticas Tempranas: Rol de la familia, el autoconcepto y los estereotipos de género” que se realizó el miércoles 26 de abril. La actividad fue organizada por la Facultad de Educación.

¿Cómo fomentar el aprendizaje de las matemáticas en los niños? ¿Cómo las actividades matemáticas del hogar pueden apoyar este aprendizaje? Estas fueron parte de las preguntas que se hicieron y que se trataron de responder - en base a evidencia - en el Seminario Internacional “Las Matemáticas Tempranos: Rol de la familia, el autoconcepto y los estereotipos de género” organizado por la Facultad de Educación.

En este seminario, que se realizó en conjunto con la Escuela de Psicología de la UC y la Facultad de Educación de la UDP, expusieron los expertos internacionales Jo-Anne LeFevre y Dario Cvencek. También se presentaron los resultados de los proyectos Fondecyt N° 11140899 y N° 1150156 a cargo de las académicas María Inés Susperreguy y Katherine Strasser de la PUC y la académica María Francisca del Río de la UDP.

La académica Susperreguy presentó parte de las conclusiones de su estudio que analizó el involucramiento de los padres en prácticas matemáticas en niños y niñas de pre kínder.

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"Los padres, en general, se involucran en las prácticas matemáticas desde temprano”, explicó. La investigadora que identificó distintas prácticas que realizan los padres con diferentes niveles de complejidad, entre ellas sumas sencillas, cantar canciones de número y juegos matemáticos.

La investigación registró ocho prácticas formales que se realizan en los hogares, entre ellas: sumas sencillas y cálculos mentales, que fueron etiquetadas como prácticas avanzadas; y como básicas recitar números, cantar canciones relacionadas e identificar cantidades, entre otras.

Según la investigadora y la evidencia, las prácticas básicas no predicen el aprendizaje en los niños. Las que tienen mayor impacto, señaló, son las avanzadas y las que tienen relación con las experiencias de juegos (como jugar cartas, por ejemplo). “Las practicas avanzadas en el hogar sí predicen y favorecen el rendimiento en matemática de los niños al finalizar pre kínder”, explicó Susperreguy.

Mirada Internacional

Los resultados de Susperreguy se condicen con la evidencia internacional. Según Jo- Anne LeFevre, académica de la Universidad de Carleton en Canadá e invitada al seminario, el desarrollo de habilidades tempranas tanto en matemática como en lenguaje podrían predecir el rendimiento futuro de los escolares.

“De acuerdo a la evidencia que tenemos, la frecuencia con la que los padres estimulan las matemáticas se relacionó– efectivamente- con el conocimiento de los niños que les permite entender de manera más eficaz temas como la aritmética, por ejemplo”, señaló LeFevre.

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Otro de los expositores en el seminario fue Dario Cvencek, quien es investigador de la U. de Washington en Seattle, Estados Unidos.

El investigador habló sobre cómo los estereotipos de matemática en las niñas sí impactan en su rendimiento. “Tener como autoconcepto que las niñas tienen habilidades más débiles para las matemáticas impacta en el logro académico y en el rendimiento. Esto no se puede minimizar”, explicó.

Durante su charla, Cvencek dio a conocer distintas investigaciones en curso que intentan disminuir el impacto de los estereotipos con el objetivo de cambiar el autoconcepto matemático de los escolares. Uno de los análisis se está llevando a cabo en España y enfrenta a los niños a una especie de juego en un computador donde deben utilizar un joystick. La operación es la siguiente: cada vez que aparece en la pantalla algo relacionado con matemática, los alumnos son entrenados a asimilar eso con algo agradable.

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Los resultados, según el académico, indican que “sí se logró cambios en el autoconcepto de los niñas y niños de tercero básico. El avance se hizo en pocas intervenciones y pudo mejorar el aprendizaje”.

Información periodística: Paulina Salazar. Pasalazarv@uc.cl

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1 × SELECT * FROM educacion_rsfirewall_hashes

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1 × UPDATE `educacion_session` SET `data` = '__default|a:8:{s:15:\"session.counter\";i:2;s:19:\"session.timer.start\";i:1743918878;s:18:\"session.timer.last\";i:1743918878;s:17:\"session.timer.now\";i:1743918880;s:24:\"session.client.forwarded\";s:14:\"18.218.206.106\";s:8:\"registry\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:4:\"user\";O:5:\"JUser\":25:{s:9:\"\0*\0isRoot\";b:0;s:2:\"id\";i:0;s:4:\"name\";N;s:8:\"username\";N;s:5:\"email\";N;s:8:\"password\";N;s:14:\"password_clear\";s:0:\"\";s:8:\"usertype\";N;s:5:\"block\";N;s:9:\"sendEmail\";i:0;s:12:\"registerDate\";N;s:13:\"lastvisitDate\";N;s:10:\"activation\";N;s:6:\"params\";N;s:6:\"groups\";a:0:{}s:5:\"guest\";i:1;s:13:\"lastResetTime\";N;s:10:\"resetCount\";N;s:10:\"\0*\0_params\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:14:\"\0*\0_authGroups\";a:1:{i:0;i:1;}s:14:\"\0*\0_authLevels\";a:2:{i:0;i:1;i:1;i:1;}s:15:\"\0*\0_authActions\";N;s:12:\"\0*\0_errorMsg\";N;s:10:\"\0*\0_errors\";a:0:{}s:3:\"aid\";i:0;}s:20:\"com_rsfirewall.geoip\";s:2:\"US\";}' , `time` = '1743918881'
1 × UPDATE educacion_content SET hits = hits + 1
1 × SHOW FULL COLUMNS FROM `educacion_rsfirewall_logs

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