Variaciones en el desarrollo, influencias socioculturales, y dificultades en el aprendizaje de las matemáticas
Tipo de documento
Lista de autores
NRC, National Research Council of the National Academies
Resumen
Es sabido que la mayoría de los niños entran en la escuela con conocimientos y recursos fundacionales para su aprendizaje matemático. Sin embargo, esta no es la historia completa. Resultados de investigaciones revelan enormes diferencias en los niveles de competencia matemática de los niños pequeños, y estas diferencias parecen ser más acusadas en los Estados Unidos que en algunos otros países (por ejemplo, China) (Starkey y Klein, 2008). En este artículo se describen los tipos de diferencias que se dan y se ofrece una revisión sobre lo que se sabe acerca de la naturaleza y las fuentes de las variaciones en el desarrollo entre los niños.
Fecha
2014
Tipo de fecha
Estado publicación
Términos clave
Currículo | Diversidad sociocultural | Necesidades educativas especiales
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
3
Número
2
Rango páginas (artículo)
1-22
ISSN
22548351
Referencias
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