Evolución de las relaciones entre lenguaje y resolución de algoritmos matemáticos

Abstract

The resolution of mathematical algorithms is a process that requires different skills, including language. Research has shown the role of verbal memory as support for automatic calculation and arithmetic representation. Phonological aspects also influence the resolution of algorithms. However, these studies have focused on primary school children and adults. Objectives: The first objective is to analyze influence of language on solving mathematical algorithms at the kindergarten and primary school level. Second, we wanted to find out the variance in mathematical performance that can be explained by each of the elements in language and whether the amount of explained variance is different at the two school levels. Method: A total of 88 Spanish children from private schools were evaluated on the third year of preschool and then on the third grade. Measures of morpho-syntactic, semantic and phonological language components, verbal working memory and speed of processing were evaluated at preschool. Algorithm procedural performance was evaluated by means of arithmetic tasks of addition, subtraction, multiplication and division. Results: The statistical analysis revealed significant correlations between language skills and solving algorithms. Hierarchical regression analysis were performed, entering IQ in the first block. A comparative analysis of predictor betas was also performed. The results indicate a different effect of language on mathematical performance at the two time points. Both the phonological component and verbal working memory significantly predict performance at the primary education level. Conclusions: Phonological skills and verbal memory skills predict mathematics performance at the primary education level. This finding is consistent with previous studies in school populations and has important implications for the development of mathematical learning.