Estudio del sentido numérico: aprendizaje matemática e investigación en perspectiva
DOI:
https://doi.org/10.14244/198271992757Palabras clave:
Sentido numérico, Aprendizaje matemático, Estudios Predictivos, Intervención.Resumen
Este ensayo tiene como objetivo dilucidar cuestiones relacionadas con el origen, la definición y las contribuciones del sentido numérico al aprendizaje matemático. Discutimos las controversias involucradas en el origen y la conceptualización del constructo, así como la comprensión del sentido numérico que caracteriza este trabajo. Presentamos estudios que destacan el papel relevante que juega el sentido numérico en la construcción de las matemáticas iniciales y la relación que este constructo ha evidenciado en el rendimiento matemático posterior de los niños. Estos hallazgos se relacionan luego con acciones educativas desarrolladas por investigadores en este campo, evidenciando la efectividad de los esfuerzos en el desarrollo de intervenciones matemáticas. En conclusión, queda evidenciada la controversia que caracteriza el concepto de sentido numérico, lo que refleja la necesidad de más investigación en este campo. También se destaca una fuerte relación predictiva entre este constructo y el conocimiento matemático posterior, lo que ha llevado a la realización de estudios de intervención en esta área. Dichos estudios han mostrado resultados alentadores para los alumnos de la Educación Infantil y años iniciales de la Enseñanza Fundamental que tienen dificultades para aprender matemáticas.
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