Development of numerical cognition among Brazilian school-aged children

• Autor(a) principal: Santos, Flávia Heloísa dos [UNESP]
• Data de Publicação: 2012
• Outros Autores: Silva, Paulo Adilson da [UNESP], Ribeiro, Fabiana Silva [UNESP], Dellatolas, Georges, Aster, Michael Von
• 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
• topic: Zareki-R; Mathematical skills; Neuropsychology; Arithmetic; Working memory

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.