Development of numerical cognition among Brazilian school-aged children
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://pgsskroton.com.br/seer//index.php/jieem/article/view/107 http://hdl.handle.net/11449/134923 |
Resumo: | The Numerical Cognition is influenced by biological, cognitive, educational, and cultural factors and entails the following systems: Number Sense (NS) represents the innate ability to recognize, compare, add, and subtract small quantities, without the need of counting; Number Production (NP) which includes reading, writing and counting numbers or objects; Number Comprehension (NC), i.e., the understanding the nature of the numerical symbols and their number, and the calculation (CA). The aims of the present study were to: i) assess theoretical constructs (NS, NC, NP and CA) in children from public schools from 1 st -to 6 th - grades; and ii) investigate their relationship with schooling and working memory. The sample included 162 children, both genders, of 7-to 12-years-old that studied in public school from 1 st -to 6 th -grades, which participated in the normative study of Zareki-R (Battery of neuropsychological tests for number processing and calculation in children, Revised; von Aster & Dellatolas, 2006). Children of 1 st and 2 nd grades demonstrated an inferior global score in NC, NP and CA. There were no genderrelated differences. The results indicated that the contribution of NS domain in Zareki-R performance is low in comparison to the other three domains, which are dependent on school-related arithmetic skills. |
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Development of numerical cognition among Brazilian school-aged childrenZareki-RMathematical skillsNeuropsychologyArithmeticWorking memoryThe Numerical Cognition is influenced by biological, cognitive, educational, and cultural factors and entails the following systems: Number Sense (NS) represents the innate ability to recognize, compare, add, and subtract small quantities, without the need of counting; Number Production (NP) which includes reading, writing and counting numbers or objects; Number Comprehension (NC), i.e., the understanding the nature of the numerical symbols and their number, and the calculation (CA). The aims of the present study were to: i) assess theoretical constructs (NS, NC, NP and CA) in children from public schools from 1 st -to 6 th - grades; and ii) investigate their relationship with schooling and working memory. The sample included 162 children, both genders, of 7-to 12-years-old that studied in public school from 1 st -to 6 th -grades, which participated in the normative study of Zareki-R (Battery of neuropsychological tests for number processing and calculation in children, Revised; von Aster & Dellatolas, 2006). Children of 1 st and 2 nd grades demonstrated an inferior global score in NC, NP and CA. There were no genderrelated differences. The results indicated that the contribution of NS domain in Zareki-R performance is low in comparison to the other three domains, which are dependent on school-related arithmetic skills.Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciências de Bauru, Bauru, Programa de Pós-Graduação em Psicologia do Desenvolvimento e Aprendizagem. Avenida Engenheiro Carrijo Coube, 14-01, Vargem Limpa, CEP 19806173, SP, BrasilUniversité Paris Descartes, FranceUniversity of Potsdam, GermanyINSERM, Institut National de La Santé et de la Recherche MédicaleUniversidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciências de Bauru, Bauru, Programa de Pós-Graduação em Psicologia do Desenvolvimento e Aprendizagem. Avenida Engenheiro Carrijo Coube, 14-01, Vargem Limpa, CEP 19806173, SP, BrasilUniversidade Estadual Paulista (Unesp)Université Paris DescartesUniversity of PotsdamSantos, Flávia Heloísa dos [UNESP]Silva, Paulo Adilson da [UNESP]Ribeiro, Fabiana Silva [UNESP]Dellatolas, GeorgesAster, Michael Von2016-03-02T12:58:59Z2016-03-02T12:58:59Z2012info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article44-64application/pdfhttp://pgsskroton.com.br/seer//index.php/jieem/article/view/107Jornal Internacional de Estudos em Educação Matemática, v. 5, n. 2, p. 44-64, 2012.2176-5634http://hdl.handle.net/11449/134923ISSN2176-5634-2012-05-02-44-64.pdf584289480745205546761112811685344293791587488720Currículo Lattesreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengJornal Internacional de Estudos em Educação Matemáticainfo:eu-repo/semantics/openAccess2024-04-29T15:54:08Zoai:repositorio.unesp.br:11449/134923Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T19:59:15.663743Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Development of numerical cognition among Brazilian school-aged children |
title |
Development of numerical cognition among Brazilian school-aged children |
spellingShingle |
Development of numerical cognition among Brazilian school-aged children Santos, Flávia Heloísa dos [UNESP] Zareki-R Mathematical skills Neuropsychology Arithmetic Working memory |
title_short |
Development of numerical cognition among Brazilian school-aged children |
title_full |
Development of numerical cognition among Brazilian school-aged children |
title_fullStr |
Development of numerical cognition among Brazilian school-aged children |
title_full_unstemmed |
Development of numerical cognition among Brazilian school-aged children |
title_sort |
Development of numerical cognition among Brazilian school-aged children |
author |
Santos, Flávia Heloísa dos [UNESP] |
author_facet |
Santos, Flávia Heloísa dos [UNESP] Silva, Paulo Adilson da [UNESP] Ribeiro, Fabiana Silva [UNESP] Dellatolas, Georges Aster, Michael Von |
author_role |
author |
author2 |
Silva, Paulo Adilson da [UNESP] Ribeiro, Fabiana Silva [UNESP] Dellatolas, Georges Aster, Michael Von |
author2_role |
author author author author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) Université Paris Descartes University of Potsdam |
dc.contributor.author.fl_str_mv |
Santos, Flávia Heloísa dos [UNESP] Silva, Paulo Adilson da [UNESP] Ribeiro, Fabiana Silva [UNESP] Dellatolas, Georges Aster, Michael Von |
dc.subject.por.fl_str_mv |
Zareki-R Mathematical skills Neuropsychology Arithmetic Working memory |
topic |
Zareki-R Mathematical skills Neuropsychology Arithmetic Working memory |
description |
The Numerical Cognition is influenced by biological, cognitive, educational, and cultural factors and entails the following systems: Number Sense (NS) represents the innate ability to recognize, compare, add, and subtract small quantities, without the need of counting; Number Production (NP) which includes reading, writing and counting numbers or objects; Number Comprehension (NC), i.e., the understanding the nature of the numerical symbols and their number, and the calculation (CA). The aims of the present study were to: i) assess theoretical constructs (NS, NC, NP and CA) in children from public schools from 1 st -to 6 th - grades; and ii) investigate their relationship with schooling and working memory. The sample included 162 children, both genders, of 7-to 12-years-old that studied in public school from 1 st -to 6 th -grades, which participated in the normative study of Zareki-R (Battery of neuropsychological tests for number processing and calculation in children, Revised; von Aster & Dellatolas, 2006). Children of 1 st and 2 nd grades demonstrated an inferior global score in NC, NP and CA. There were no genderrelated differences. The results indicated that the contribution of NS domain in Zareki-R performance is low in comparison to the other three domains, which are dependent on school-related arithmetic skills. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012 2016-03-02T12:58:59Z 2016-03-02T12:58:59Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://pgsskroton.com.br/seer//index.php/jieem/article/view/107 Jornal Internacional de Estudos em Educação Matemática, v. 5, n. 2, p. 44-64, 2012. 2176-5634 http://hdl.handle.net/11449/134923 ISSN2176-5634-2012-05-02-44-64.pdf 5842894807452055 4676111281168534 4293791587488720 |
url |
http://pgsskroton.com.br/seer//index.php/jieem/article/view/107 http://hdl.handle.net/11449/134923 |
identifier_str_mv |
Jornal Internacional de Estudos em Educação Matemática, v. 5, n. 2, p. 44-64, 2012. 2176-5634 ISSN2176-5634-2012-05-02-44-64.pdf 5842894807452055 4676111281168534 4293791587488720 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Jornal Internacional de Estudos em Educação Matemática |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
44-64 application/pdf |
dc.source.none.fl_str_mv |
Currículo Lattes reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
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1808129145895387136 |