Línea mental numérica en alumnos con bajo rendimiento en cálculo aritmético

Laburpena

Numerical models assume that the recovery processing of information on the magnitude can be accomplished through different codes, but there is controversy as to whether the quantity processing is independent or not the format in which numbers are displayed. This matter is of interest to explain the poor performance in calculating the children learning mathematics. The aim of this study is to examine whether the number format influences the representation of the magnitude of low achievers children in calculation. The achievement on the task number line has been proposed as an index of the internal representation of magnitude. We evaluated the performance on two tasks number line, one with the presentation of the numbers in a visual arabic format and another with an auditory verbal format, in a group of low achievers in calculation and another group with high performance in calculation. The results show that subjects the low performance group presented greater distances (they are less precise) in numerical tasks than the control group, regardless of the mode of presentation of the numbers line. Indicating that low achievers have trouble in the semantic representation of the magnitude, but cannot be attributed to the format or number code with which they access the semantic representation of magnitude