Competências numéricas precoces de crianças equatorianas: diferenças entre tipos de escolas

Autores

Palavras-chave:

Matemática , Escola , Infância , Equador

Resumo

O objetivo deste estudo foi examinar as competências numéricas precoces de 355 crianças equatorianas no início do jardim de infância, considerando o tipo de escola que frequentam. As crianças resolveram um teste de habilidades numéricas precoces e um de foco espontâneo na numerosidade. Os resultados revelaram um nível baixo de habilidades numéricas precoces e de foco espontâneo na numerosidade. As crianças que frequentam escolas privadas superaram seus colegas de escolas públicas rurais em habilidades numéricas precoces, porém não no foco espontâneo na numerosidade. Esses achados são discutidos em função da importância de práticas de instrução diferenciadas em matemática precoce no jardim de infância equatoriano.

Biografia do Autor

Gina Bojorque, Facultad de Filosofía, Universidad de Cuenca, Ecuador

Docente investigadora de la Facultad de Filosofía de la Universidad de Cuenca, Ecuador.

Joke Torbeyns, KU Leuven, Belgium

Profesora titular del Center for Instructional Psychology and Technology, KU Leuven, Bélgica.

Jo Van Hoof, KU Leuven, Belgium

Miembro del consejo y comité del programa de licenciatura en educación del Center for Instructional Psychology and Technology, KU Leuven, Bélgica.

Daniël Van Nijlen, KU Leuven, Belgium

Center for Instructional Psychology and Technology, KU Leuven, Bélgica.

Lieven Verschaffel, KU Leuven, Belgium

Profesor titular del Center for Instructional Psychology and Technology, KU Leuven, Bélgica.

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Publicado

30-04-2021

Edição

Seção

Educação Básica, Cultura, Currículo