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Introdução: O controlo inibitório e a representação de magnitude têm sido identificados
como funções chave para o desenvolvimento das competências numéricas e
aritméticas. No entanto, investigações recentes sugerem que a associação entre tarefas
de representação de magnitude, nomeadamente de comparação de pontos, e a
aquisição da matemática é na realidade um artefacto da carga executiva dos ensaios
incongruentes dessas tarefas. O objetivo deste estudo foi identificar as relações entre
as funções executivas e a as tarefas de deteção de magnitude que influenciam a
aquisição das capacidades do cálculo e relacioná-las com o sucesso numa prova de
sentido de número.
Metodologia: Avaliou-se o desempenho de 82 crianças do pré-escolar, entre os 4 e os 5
anos, em tarefas de representação de magnitude, de controlo inibitório e de
conhecimentos matemáticos precoces. Para apurar a relação entre os desempenhos nas
provas foram realizadas análises de correlação.
Resultados: Observou-se uma correlação entre o desempenho numa tarefa de
representação de magnitude e as capacidades matemáticas precoces(r = −.49), mas não
foram encontradas correlações estatisticamente significativas entre o controlo inibitório
e 1) as capacidades matemáticas, 2) o desempenho nos ensaios incongruentes da tarefa
de representação de magnitude.
Conclusões: A confirmação da associação entre a representação de magnitude e as
capacidades matemáticas pode ser relevante para a criação de instrumentos de
avaliação e programas de intervenção que incorporem medidas não simbólicas. Dada a
relevância da matemática nas sociedades modernas, é importante conhecer as funções
cognitivas que mais influenciam a aquisição das capacidades do cálculo e de que forma
essa relação se expressa, nomeadamente no período pré-escolar
Introduction: Inhibitory control and magnitude representation have been identified as key functions for the development of numerical and arithmetic skills. However, recent research suggests that the association between magnitude representation tasks, namely dot comparison, and mathematical acquisition is in fact an artefact of the inhibitory control demands of the dot comparison task’s incongruent trials. The aim of this study was to study how magnitude assessment and executive functions that underly mathematics achievement relate to the success in a number sense task. Methodology: The performance of 82 preschool children, aged 4 to 5 years, on magnitude representation, inhibitory control and early mathematical knowledge tasks was evaluated. To determine the association between performance in these tasks, correlation analyzes were performed. Results: A correlation was observed between performance in a magnitude representation task and early mathematical abilities task (r = −.49), however no statistically significant correlations were found between inhibitory control and 1) mathematical abilities, 2) performance in the magnitude representation task’s incongruent trials. Conclusions: Confirming the association between magnitude representation and mathematical abilities may be relevant for the creation of assessment instruments and intervention programs that incorporate non-symbolic measures. Given the relevance of mathematics in modern societies, it is important to accumulate research on the cognitive functions that most influence the acquisition of math skills and how this link expresses, particularly during kindergarten years.
Introduction: Inhibitory control and magnitude representation have been identified as key functions for the development of numerical and arithmetic skills. However, recent research suggests that the association between magnitude representation tasks, namely dot comparison, and mathematical acquisition is in fact an artefact of the inhibitory control demands of the dot comparison task’s incongruent trials. The aim of this study was to study how magnitude assessment and executive functions that underly mathematics achievement relate to the success in a number sense task. Methodology: The performance of 82 preschool children, aged 4 to 5 years, on magnitude representation, inhibitory control and early mathematical knowledge tasks was evaluated. To determine the association between performance in these tasks, correlation analyzes were performed. Results: A correlation was observed between performance in a magnitude representation task and early mathematical abilities task (r = −.49), however no statistically significant correlations were found between inhibitory control and 1) mathematical abilities, 2) performance in the magnitude representation task’s incongruent trials. Conclusions: Confirming the association between magnitude representation and mathematical abilities may be relevant for the creation of assessment instruments and intervention programs that incorporate non-symbolic measures. Given the relevance of mathematics in modern societies, it is important to accumulate research on the cognitive functions that most influence the acquisition of math skills and how this link expresses, particularly during kindergarten years.
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Palavras-chave
Controlo inibitório Representação de magnitude Matemática Sentido de número Inhibitory control Magnitude representation Mathematics Number sense