Virtual Intervention Program to Improve the Working Memory and Basic Mathematical Skills in Early Childhood Education.

  1. Fernández-Abella, Raquel 1
  2. Peralbo-Uzquiano, Manuel 1
  3. Durán-Bouza, Montserrat 1
  4. Brenlla-Blanco, Juan Carlos 1
  5. García-Fernández, Manuel 1
  1. 1 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2019

Volumen: 24

Número: 1

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2018.09.002 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Objetivos de desarrollo sostenible

Resumen

El presente trabajo plantea como objetivo principal el diseño y la puesta en práctica de un programa de intervención educativa virtual, basado en el aprendizaje interactivo a través del juego de gestos, para la mejora de la memoria de trabajo y las habilidades matemáticas básicas. Además, se comparan los resultados con los de la aplicación del programa en formato papel y lápiz. Se utiliza un diseño factorial de medidas repetidas con un factor inter-grupo (control, papel y lápiz y tecnológico) y un factor intragrupo (pretest-potest). Como variables dependientes se utilizan la amplitud de memoria visioespacial proporcionada por el Test de Corsi, así como los resultados individuales según baremos, y el total de aciertos en el Test para el Diagnóstico de las Competencias Básicas en Matemáticas (TEDI-MATH). Han participado 90 niños y niñas de entre 5 y 6 años que se distribuyen en tres grupos de 30 sujetos: un grupo al que se aplica el programa en formato virtual, otro al que se aplica el programa en formato papel y lápiz y un grupo control sin tratamiento. Los resultados han mostrado mejoras tanto en memoria de trabajo como en habilidades matemáticas básicas en los dos grupos que han recibido la intervención frente al grupo control. Por lo tanto, parece que son la estructura y el contenido de las tareas, y no tanto el formato, los responsables de los cambios observados.

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