Publication: Conteos erróneos y conteos inusuales: un análisis longitudinal de la comprensión de la habilidad de contar.
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2013-02-19
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Universidad Complutense de Madrid
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Abstract
La habilidad de contar constituye la base sobre la que se asienta el desarrollo del conocimiento matemático. Por ello, estudiar su evolución a lo largo de la Educación Infantil y Primaria es fundamental, tanto desde el punto de vista psicológico como educativo. Precisamente, la capacidad de los niños para discriminar entre los aspectos esenciales del conteo (normas lógicas) y los no esenciales (normas convencionales) constituye un buen indicador de su comprensión sobre el conteo.
El objetivo general del presente estudio ha consistido en determinar los cambios evolutivos que se producen en la capacidad de los niños para discriminar entre las normas lógicas y convencionales del conteo. Para ello, se ha hecho un seguimiento a un grupo de 25 niños durante tres años (5-6 años de edad en la primera medición, 6-7 en la segunda medición y 7-8 en la tercera medición). A través de un programa de ordenador, se presentaron a los participantes tres tipos de conteos diferentes: conteos convencionales correctos, errores y conteos correctos no convencionales o pseudoerrores (la mitad de los cuales iban acompañados de la emisión del valor cardinal del conjunto). Los niños tenían que decidir si esos conteos eran correctos o no y justificar sus respuestas.
En general, los resultados de este trabajo han mostrado que los niños tenían más facilidad en reconocer el carácter obligatorio y necesario de las normas lógicas que la naturaleza opcional de las convencionales. Además, se ha observado que, a partir de los 6-7 años, la presencia del valor cardinal correcto en los pseudoerrores ayudaba a los niños a dar más importancia a la validez del resultado obtenido que al procedimiento inusual seguido para lograrlo. Los niños se volvían progresivamente más capaces de diferenciar las normas lógicas de las convencionales, aunque el reconocimiento de las lógicas no garantizaba la adecuada identificación de las convencionales.
Counting is very important in the logical mathematical reasoning development. Thus, it seems crucial to explore the development of children´s counting skills as they move into primary school. In this sense, children´s discrimination between essential counting features (logical rules) and non-essential counting features (conventional rules) can be taken as a good indicator of their comprehension of counting. We have conducted a 3-year longitudinal study to analyse the developmental changes in children´s ability to differentiate logical from conventional rules. 25 Spanish children -aged 5 to 6 years old (Time 1), 6 to 7 years old (Time 2) and 7 to 8 years old (Time 3) - had to judge the correctness of different types of counts occurring during a detection task. We created a computer program in which children watched three kinds of trials: Conventional-correct counts, errors, and pseudo-errors (with or without statements of the cardinal value of the sets). Children were always requested to justify their responses. In general, our findings showed that children were better at recognizing the neccesity of logical rules than the arbitrariness of conventional ones. Furthermore, the statement of the correct cardinal value after pseudo-error trials helped children from 6 to 7 years old to focus more on the answer than on the unconventional procedure used to get it. Children become progressively more capable of distinguishing logical from conventional rules, although the knowledge of logical rules did not immediately lead to better understanding of conventional ones.
Counting is very important in the logical mathematical reasoning development. Thus, it seems crucial to explore the development of children´s counting skills as they move into primary school. In this sense, children´s discrimination between essential counting features (logical rules) and non-essential counting features (conventional rules) can be taken as a good indicator of their comprehension of counting. We have conducted a 3-year longitudinal study to analyse the developmental changes in children´s ability to differentiate logical from conventional rules. 25 Spanish children -aged 5 to 6 years old (Time 1), 6 to 7 years old (Time 2) and 7 to 8 years old (Time 3) - had to judge the correctness of different types of counts occurring during a detection task. We created a computer program in which children watched three kinds of trials: Conventional-correct counts, errors, and pseudo-errors (with or without statements of the cardinal value of the sets). Children were always requested to justify their responses. In general, our findings showed that children were better at recognizing the neccesity of logical rules than the arbitrariness of conventional ones. Furthermore, the statement of the correct cardinal value after pseudo-error trials helped children from 6 to 7 years old to focus more on the answer than on the unconventional procedure used to get it. Children become progressively more capable of distinguishing logical from conventional rules, although the knowledge of logical rules did not immediately lead to better understanding of conventional ones.
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Psicología, Departamento de Psicología Evolutiva y de la Educación, leída el 16-11-2012