Publication: El efecto Mateo en niños con dificultades específicas de aprendizaje de las matemáticas
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2009
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Abstract
En el presente trabajo se intentó determinar si la presencia de Dificultades Específicas de Aprendizaje en Matemáticas (DAM) se asociaba con la caída de las puntuaciones en las pruebas psicométricas empleadas para valorar el Cociente Intelectual (CI) que con el paso de los cursos se observa en estos niños, tal como sostienen algunos autores con las Dificultades en Lectura y Matemáticas. Además, se evaluó si las diferencias en CI se relacionaban con rendimientos matemáticos igualmente diferentes. Para ello se comparó el CI de 12 niños con DAM escolarizados en 1º de Educación Primaria con el de 20 niños con DAM de 3º de Educación Primaria. Por otro lado, se contrastó el CI de estos niños DAM con el de dos muestras control sin DAM de las mismas cohortes. Entre otros resultados se observó que el CI de los niños DAM de mayor edad (3º curso) era significativamente más bajo que el de los niños más jóvenes, mientras que no existían diferencias entre los niños sin DAM. Además, la presencia de un CI alto o bajo no suponía siempre un rendimiento matemático igualmente alto o bajo en los escolares.
Previous research suggests that Learning Difficulties in Reading and Mathematics are highly related. This work tried to test in children if the presence of specific Learning Difficulties in Mathematics (LDM) was related to poor results in Intellectual Quotient (IQ) tests. Also, it is tested if differences in IQ are related to different mathematical performances. Therefore, the IQs of 12 LDM children enrolled in the first year of Primary School were compared with the IQs of 20 LDM children enrolled in the third year of Primary School. The IQs of LDM children were compared with the IQs of two non-LDM groups of the same cohorts. Among other results, it was observed that the IQs of the oldest LDM children were significantly lower than these of the youngest children, while no differences were found among non-LDM children. Furthermore, the presence of a high or low IQ did not always imply an equally high or low mathematical performance in the scholars.
Previous research suggests that Learning Difficulties in Reading and Mathematics are highly related. This work tried to test in children if the presence of specific Learning Difficulties in Mathematics (LDM) was related to poor results in Intellectual Quotient (IQ) tests. Also, it is tested if differences in IQ are related to different mathematical performances. Therefore, the IQs of 12 LDM children enrolled in the first year of Primary School were compared with the IQs of 20 LDM children enrolled in the third year of Primary School. The IQs of LDM children were compared with the IQs of two non-LDM groups of the same cohorts. Among other results, it was observed that the IQs of the oldest LDM children were significantly lower than these of the youngest children, while no differences were found among non-LDM children. Furthermore, the presence of a high or low IQ did not always imply an equally high or low mathematical performance in the scholars.