Influencia de factores cognitivos y contextuales en el desempeño de patrones matemáticos a temprana edad

Abstract

The aim of the present study was to evaluate the contribution of verbal and non-verbal intelligence, socioeconomic status, and mathematical home learning environment in Ecuadorian kindergarten children’s mathematical patterning performance. At the beginning of the school year, a total of 112 children received an intelligence and a mathematical patterning test. The socioeconomic status was constructed based on the mother’s educational level. Finally, the children’s parents filled out a questionnaire about the mathematical activities they carry out with the child at home. The results indicated that non-verbal intelligence, socioeconomic status, and the mathematical home learning environment predict children’s performance on mathematical patterns. Verbal intelligence was not a predictor of such performance. At the end, the study findings are critically discussed with a view to optimizing the quality of mathematics education at an early age