Relational Concepts and Selective Attention as predictors of Informal Math Knowledge
DOI:
https://doi.org/10.15765/pnrm.v16i2%20(31).3510Keywords:
Conceptualization, attention, arithmetic knowledge, early childhood, learning processAbstract
OBJECTIVE: The present investigation consisted of determining the contribution of relationship concepts
and selective attention to the development of informal mathematical knowledge.
MATERIALS AND METHODS: Relational concepts were measured with the Boehm-3 test, which inquires
about the understanding of spatial, quantity, time and general concepts; the NEPSY-II test was used to
measure selective attention; finally, informal mathematical knowledge was measured by means of the
TEMA-3 test, which evaluated informal mathematical aspects such as numeration, quantity comparison,
informal calculation skills and informal concepts.
RESULTS AND DISCUSSION: The results showed that the variable of relationship concepts contributed
significantly to informal mathematical knowledge; when analyzed separately, only the concepts of quantity and spatial concepts maintained their contribution. On the other hand, it was evidenced that selective
attention contributed to informal mathematical knowledge.
CONCLUSIONS: Relational concepts and selective attention are key in early childhood as they provide
relevant information in the development of informal mathematical knowledge. The joint development of
these variables enhances better performance in skills that are basic and necessary to understand more
complex mathematics in later years.
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