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      Memoria de trabajo y habilidades matemáticas en estudiantes de educación básica Translated title: Working memory and mathematical skills in elementary school students Translated title: Memória de trabalho e competências matemáticas nos alunos do ensino primário

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          Abstract

          Resumen Investigaciones recientes han evidenciado que la memoria de trabajo es esencial para el desarrollo de las habilidades matemáticas. El estudio tuvo como objetivo estudiar la mediación de la capacidad matemática con respecto a la memoria de trabajo, en un grupo de estudiantes. El diseño es no experimental, cuantitativo y correlacional; para la evaluación de variables se utilizó la Batería Evaluación Neuropsicológica Infantil, y una prueba sobre habilidades matemáticas en un grupo de estudiantes de educación básica primaria. Los datos analizados indican que se encuentra una correlación significativa entre memoria de trabajo y las habilidades matemáticas en el grupo evaluado. Se puede apreciar que un entrenamiento de la amplitud de memoria de trabajo puede fortalecer significativamente las habilidades matemáticas de los estudiantes.

          Translated abstract

          Abstract Recent research has shown that working memory is essential for the development of mathematical skills. The aim of the study was to study the mediation of mathematical ability with respect to working memory in a group of students. The design is non-experimental, quantitative, and correlational; for the evaluation of variables the Neuropsychological Assessment of Children Battery and a test on mathematical skills in a group of primary school students were used. The data analysed indicate that a significant correlation is found between working memory and mathematical skills in the assessed group. A training of the working memory range can significantly strengthen the students' mathematical skills.

          Translated abstract

          Resumo Pesquisas recentes mostraram que a memória de trabalho é essencial para o desenvolvimento de competências matemáticas. O objectivo do estudo era estudar a mediação da capacidade matemática com respeito à memória de trabalho num grupo de estudantes. A concepção é não experimental, quantitativa e correlacional; para a avaliação das variáveis foi utilizada a Bateria de Avaliação Neuropsicológica Infantil, e um teste sobre competências matemáticas num grupo de alunos do ensino primário. Os dados analisados indicam que é encontrada uma correlação significativa entre a memória de trabalho e as capacidades matemáticas no grupo avaliado. Pode-se apreciar que uma formação da amplitude da memória de trabalho pode reforçar significativamente as capacidades matemáticas dos estudantes.

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          The episodic buffer: a new component of working memory?

          In 1974, Baddeley and Hitch proposed a three-component model of working memory. Over the years, this has been successful in giving an integrated account not only of data from normal adults, but also neuropsychological, developmental and neuroimaging data. There are, however, a number of phenomena that are not readily captured by the original model. These are outlined here and a fourth component to the model, the episodic buffer, is proposed. It comprises a limited capacity system that provides temporary storage of information held in a multimodal code, which is capable of binding information from the subsidiary systems, and from long-term memory, into a unitary episodic representation. Conscious awareness is assumed to be the principal mode of retrieval from the buffer. The revised model differs from the old principally in focussing attention on the processes of integrating information, rather than on the isolation of the subsystems. In doing so, it provides a better basis for tackling the more complex aspects of executive control in working memory.
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            Working memory: looking back and looking forward.

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              Academic self-concept and academic achievement: relations and causal ordering.

              BACKGROUND. A positive self-concept is valued as a desirable outcome in many disciplines of psychology as well as an important mediator to other outcomes. AIMS. The present review examines support for the reciprocal effects model (REM) that posits academic self-concept (ASC) and achievement are mutually reinforcing, each leading to gains in the other - and its extension to other achievement domains. METHOD. We review theoretical, methodological, and empirical support for the REM. Critical features in this research are a theoretical emphasis on multidimensional perspectives that focus on specific components of self-concept and a methodological focus on a construct validity approach to evaluating the REM. RESULTS. Consistent with these distinctions, REM research and a comprehensive meta-analysis show that prior ASC has direct and indirect effects on subsequent achievement, whilst the effects of self-esteem and other non-academic components of self-concept are negligible. We then provide an overview of subsequent support for the generality of the REM for: young children, cross-cultural, health (physical activity), and non-elite (gymnastics) and elite (international swimming championships) sport. CONCLUSION. This research is important in demonstrating that increases in ASC lead to increases in subsequent academic achievement and other desirable educational outcomes. Findings confirm that not only is self-concept an important outcome variable in itself, it also plays a central role in affecting other desirable educational outcomes. Implications for educational practice are discussed. ©2010 The British Psychological Society.
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                Author and article information

                Journal
                cient
                Revista científica
                Rev. Cient.
                Universidad Distrital Francisco José de Caldas (Bogotá, Distrito Capital, Colombia )
                0124-2253
                2344-8350
                April 2021
                : 40
                : 63-73
                Affiliations
                [3] Bogotá Bogotá orgnameEscuela Colombiana de Ingeniería Julio Garavito Colombia luis.jaimes@ 123456escuelaing.edu.co
                [2] Bogotá orgnameUniversidad Cooperativa de Colombia Colombia juliana.mendez@ 123456campusucc.edu.co
                [1] Cúcuta Norte del Santander orgnameUniversidad Francisco de Paula Santander Colombia cesaraugusto@ 123456ufps.edu.co
                Article
                S0124-22532021000100063 S0124-2253(21)00004000063
                10.14483/23448350.15400
                36d58d10-21cc-4391-9b3a-b0a322088e13

                This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

                History
                : March 2020
                : October 2020
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 37, Pages: 11
                Product

                SciELO Colombia

                Categories
                Artículo de investigación

                working memory,mathematical skills,information processing,basic education,memoria de trabajo,habilidades matemáticas,procesamiento de información,educación basica,memória de trabalho,competências matemáticas,processamento de informação,educação básica

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