Desempenho de Alunos do Quarto Ano em Testes de Subitização e Estimativa e no Teste de Desempenho Escolar (TDE)

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dc.contributor.authorDo Prado, Paulo Sérgio Teixeira [UNESP]
dc.contributor.authorDe Freitas Betetto, Mariana
dc.contributor.authorCasali-Robalinho, Ivana Gisel
dc.contributor.authorFioraneli, Rogério Crevelenti
dc.contributor.authorMendes, Alessandra Campanini
dc.contributor.authorRocca, Júlia Zanetti
dc.contributor.authorDa Silva Cacciacarro Lincoln, Leila Estevão
dc.contributor.authorZampieri, Marília
dc.contributor.authorDos Santos Carmo, João
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.contributor.institutionConsultoria de Psicologia Educacional
dc.contributor.institutionCentro Universitário Adventista de São Paulo
dc.contributor.institutionUniversidade Federal de São Carlos (UFSCar)
dc.contributor.institutionUniversidade Federal do Mato Grosso
dc.contributor.institutionVictor Vision Industria e Comercio de Equipamentos Medicos e Odontologicos
dc.contributor.institutionCurso de Especialização em Psicologia Clínica Comportamental, Instituto de Terapia por Contingências de Reforçamento
dc.contributor.institutionInstituto Nacional de Ciência e Tecnologia Sobre Comportamento, Cognição e Ensino
dc.date.accessioned2022-04-29T07:26:03Z
dc.date.available2022-04-29T07:26:03Z
dc.date.issued2015-01-01
dc.description.abstractThe paper reports a research conducted with 62 students enrolled in the fourth grade of two schools of different cities of São Paulo state: one private and another public. Its purpose was to investigate the relation between their performance on probes of subitizing and estimation and on the School Performance Test (TDE). Subitizing and approximate numerical estimation are part of number sense, which is considered innate, therefore not subject to infl uence of environmental factors such as type of school attended, contrary to what would be expected with respect to math skills learned in school. Additionally, once number sense is innate it would be restricted to limits whose overcoming is made possible by cultural advancements. So between it and math skills one would expect a weak or absent correlation. Results of subitizing and estimating test showed the same pattern of performance found in the literature: virtually no errors with numerosities 1 to 4 and an abrupt drop from 5 to 10. Comparisons were performed according to administrative dependence of schools, age and sex of the participants. No statistically signifi cant differences were found. The results of the arithmetic subtest of the TDE indicate a better performance of private school students, with no differences in respect to the other variables. Finally, the analysis of Correlation (by Pearson) between the data from the two tests showed a moderate to low coeffi cient. Therefore, the results confi rm the hypotheses tested and provide additional evidence in favor of the thesis of an innate numerical sense.en
dc.description.affiliationUniversidade Estadual Paulista Júlio de Mesquita Filho, Departamento de Psicologia da Educação, Faculdade de Filosofia e Ciências, Av. Hygino Muzzi Filho, 737, Campus Universitário
dc.description.affiliationConsultoria de Psicologia Educacional
dc.description.affiliationCentro Universitário Adventista de São Paulo
dc.description.affiliationPrograma de Pós-Graduação em Psicologia, Universidade Federal de São Carlos
dc.description.affiliationUniversidade Federal do Mato Grosso
dc.description.affiliationVictor Vision Industria e Comercio de Equipamentos Medicos e Odontologicos
dc.description.affiliationCurso de Especialização em Psicologia Clínica Comportamental, Instituto de Terapia por Contingências de Reforçamento
dc.description.affiliationDepartamento de Psicologia da Universidade Federal de São Carlos
dc.description.affiliationInstituto Nacional de Ciência e Tecnologia Sobre Comportamento, Cognição e Ensino
dc.description.affiliationUnespUniversidade Estadual Paulista Júlio de Mesquita Filho, Departamento de Psicologia da Educação, Faculdade de Filosofia e Ciências, Av. Hygino Muzzi Filho, 737, Campus Universitário
dc.format.extent1-14
dc.identifierhttp://dx.doi.org/10.9788/TP2015.1-01
dc.identifier.citationTemas em Psicologia, v. 23, n. 1, p. 1-14, 2015.
dc.identifier.doi10.9788/TP2015.1-01
dc.identifier.issn2175-3652
dc.identifier.issn1413-389X
dc.identifier.scopus2-s2.0-84930365200
dc.identifier.urihttp://hdl.handle.net/11449/227983
dc.language.isopor
dc.relation.ispartofTemas em Psicologia
dc.sourceScopus
dc.subjectMathematical psychology
dc.subjectNumber sense
dc.subjectNumerical aptitude
dc.subjectSchool Performance
dc.subjectStatistical correlation
dc.titleDesempenho de Alunos do Quarto Ano em Testes de Subitização e Estimativa e no Teste de Desempenho Escolar (TDE)pt
dc.title.alternativeFourth grade students' performance on subitizing and estimation tasks, and school performance test (TDE)en
dc.typeArtigo

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Artigos - Psicologia da Educação - FFC