Comparación de las competencias matemáticas tempranas en estudiantes de una Institución Educativa Inicial del distrito de Independencia, 2022
Date
2024-01-15
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Pontificia Universidad Católica del Perú
Abstract
El lugar de las matemáticas como disciplina fundamental, tanto en el desarrollo de
la educación formal como personal está ampliamente probado. Aunque se sabe que
las habilidades numéricas son innatas, resulta oportuno evaluar el desarrollo
particular de las competencias matemáticas tempranas (CMT), ya que estas
representan predictores del rendimiento formal en el área en la escuela. Por ello,
para la presente investigación se planteó como objetivo comparar las CMT en
estudiantes de una institución educativa inicial del distrito de Independencia. Para
este fin, se utilizó el Test de Evaluación Matemática Temprana (TEMT) elaborado
por Navarro et al. (2009) en el presente estudio de diseño no experimental,
transversal y descriptivo. Los resultados demuestran que no existe diferencias
significativas entre los índices de competencia matemática temprana en el total de
la prueba, ni en las dimensiones relacional ni numérica. Sin embargo, se halla una
diferencia estadísticamente significativa en el concepto de comparación de la
dimensión relacional a favor de los alumnos del turno mañana y de los conceptos
de conteo verbal, conteo estructurado y conteo resultante de la dimensión numérica
a favor de los alumnos del turno tarde. Se concluye, entonces, que no existe
diferencia significativa entre los índices de competencia matemática temprana de
los alumnos de los grupos evaluados, sin embargo, hay factores que determinan
diferencias cualitativas en los resultados de cada dimensión. Futuras
investigaciones deberían indagar acerca de estos factores.
The place of mathematics as a fundamental discipline, both in the development of formal and personal education, is amply proven. Although it is known that numerical skills are innate, it is appropriate to evaluate the particular development of Early Mathematics Competences (EMT), since these represent predictors of formal performance in the area at school. Therefore, in the present investigation we seek to compare the CMT in students from Initial Educational Institution in the Independencia district. For this purpose, the Early Mathematics Assessment Test (TEMT) prepared by Navarro et al. (2009) was obtained in a non-experimental, cross-sectional and descriptive design study. The results show that there are no significant differences between the indices of early mathematical competence in the total test, nor in the relational or numerical dimensions. However, a statistically significant difference is found in the concept of comparison of the relational dimension in favor of the students of the morning shift and of the concepts of verbal counting, structured counting, and counting resulting from the numerical dimension in favor of the students of the shift. Late. It is concluded, then, that there is no significant difference between the early mathematical competence indices of the students of the evaluator groups, however, there are factors that determine qualitative differences in the results of each dimension. Future investigations were made to inquire about these factors.
The place of mathematics as a fundamental discipline, both in the development of formal and personal education, is amply proven. Although it is known that numerical skills are innate, it is appropriate to evaluate the particular development of Early Mathematics Competences (EMT), since these represent predictors of formal performance in the area at school. Therefore, in the present investigation we seek to compare the CMT in students from Initial Educational Institution in the Independencia district. For this purpose, the Early Mathematics Assessment Test (TEMT) prepared by Navarro et al. (2009) was obtained in a non-experimental, cross-sectional and descriptive design study. The results show that there are no significant differences between the indices of early mathematical competence in the total test, nor in the relational or numerical dimensions. However, a statistically significant difference is found in the concept of comparison of the relational dimension in favor of the students of the morning shift and of the concepts of verbal counting, structured counting, and counting resulting from the numerical dimension in favor of the students of the shift. Late. It is concluded, then, that there is no significant difference between the early mathematical competence indices of the students of the evaluator groups, however, there are factors that determine qualitative differences in the results of each dimension. Future investigations were made to inquire about these factors.
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Keywords
Matemáticas--Estudio y enseñanza (Preescolar), Educación preescolar--Investigaciones
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