RT journal article
T1 Contributions of the psychology of mathematical cognition in early childhood education using apps
A1 Mera Cantillo, Carlos
A1 Delgado Casas, Cándida Inés
A1 Aragón Mendizábal, Estívaliz Lorena
A1 Menacho Jiménez, María Inmaculada
A1 Canto López, María del Carmen
A1 Navarro Guzmán, Francisco José Ignacio
A2 Psicología
K1 digital learning games
K1 app
K1 mathematical cognition
K1 magnitudes comparison
K1 numerical estimation
K1 early education
AB Educational interventions are necessary to develop mathematical competence at early ages and prevent widespread mathematics learning failure in the education system as indicated by the results of European reports. Numerous studies agree that domain-specific predictors related to mathematics are symbolic and non-symbolic magnitude comparison, as well as, number line estimation. The goal of this study was to design 4 digital learning app games to train specific cognitive bases of mathematical learning in order to create resources and promote the use of these technologies in the educational community and to promote effective scientific transfer and increase the research visibility. This study involved 193 preschoolers aged 57-79 months. A quasi-experimental design was carried out with 3 groups created after scores were obtained in a standardised mathematical competence assessment test, i.e., low-performance group (N = 49), high-performance group (N = 21), and control group (N = 123). The results show that training with the 4 digital learning app games focusing on magnitude, subitizing, number facts, and estimation tasks improved the numerical skills of the experimental groups, compared to the control group. The implications of the study were, on the one hand, provided verified technological tools for teaching early mathematical competence. On the other hand, this study supports other studies on the importance of cognitive precursors in mathematics performance.
PB FRONTIERS MEDIA SA
SN 1664-1078
YR 2022
FD 2022-09
LK http://hdl.handle.net/10498/28363
UL http://hdl.handle.net/10498/28363
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 08-nov-2026