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Development of numerical cognition among Brazilian school-aged children

dc.contributor.authorSantos, Flávia Heloísa dos [UNESP]
dc.contributor.authorSilva, Paulo Adilson da [UNESP]
dc.contributor.authorRibeiro, Fabiana Silva [UNESP]
dc.contributor.authorDellatolas, Georges
dc.contributor.authorAster, Michael Von
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.contributor.institutionUniversité Paris Descartes
dc.contributor.institutionUniversity of Potsdam
dc.date.accessioned2016-03-02T12:58:59Z
dc.date.available2016-03-02T12:58:59Z
dc.date.issued2012
dc.description.abstractThe 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.en
dc.description.affiliationUniversidade 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, Brasil
dc.description.affiliationUniversité Paris Descartes, France
dc.description.affiliationUniversity of Potsdam, Germany
dc.description.affiliationINSERM, Institut National de La Santé et de la Recherche Médicale
dc.description.affiliationUnespUniversidade 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, Brasil
dc.format.extent44-64
dc.identifierhttp://pgsskroton.com.br/seer//index.php/jieem/article/view/107
dc.identifier.citationJornal Internacional de Estudos em Educação Matemática, v. 5, n. 2, p. 44-64, 2012.
dc.identifier.fileISSN2176-5634-2012-05-02-44-64.pdf
dc.identifier.issn2176-5634
dc.identifier.lattes5842894807452055
dc.identifier.lattes4676111281168534
dc.identifier.lattes4293791587488720
dc.identifier.urihttp://hdl.handle.net/11449/134923
dc.language.isoeng
dc.relation.ispartofJornal Internacional de Estudos em Educação Matemática
dc.rights.accessRightsAcesso aberto
dc.sourceCurrículo Lattes
dc.subjectZareki-Ren
dc.subjectMathematical skillsen
dc.subjectNeuropsychologyen
dc.subjectArithmeticen
dc.subjectWorking memoryen
dc.titleDevelopment of numerical cognition among Brazilian school-aged childrenen
dc.typeArtigo
dspace.entity.typePublication
unesp.author.lattes5842894807452055
unesp.author.lattes4676111281168534
unesp.author.lattes4293791587488720
unesp.campusUniversidade Estadual Paulista (UNESP), Faculdade de Ciências, Baurupt
unesp.departmentPsicologia - FCpt

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