Neurociencia y didáctica: sobre el uso de los dedos en estudiantes con Trastorno Específico de las Habilidades Aritméticas
DOI:
https://doi.org/10.7346/-fei-XXI-03-23_06Palabras clave:
Neuroscienze, Didattica, Discalculia, Insegnamento-ApprendimentoResumen
Contar es una habilidad que requiere la activación de diferentes procesos cognitivos complejos, lo cual representa un obstáculo para la correcta resolución de cálculos en estudiantes con Trastorno Específico de las Habilidades Aritméticas. Examinando los estudios de neurociencia en este campo, se observa que la conciencia de los dedos y su movimiento es importante porque favorece la representación de los números en el cerebro, apoyando la memoria de trabajo y reduciendo la carga cognitiva (Butterworth, 1999; Soylu et al., 2018). La teoría del embodiment (Damiani & Gomez Paloma, 2021) parece estar de acuerdo con esta premisa y favorece la integración del acto verbal con el acto motor. A la luz de lo expuesto, se llevó a cabo un estudio de caso en investigación-acción con 15 niños/as de la escuela primaria con discalculia, queriendo responder a la siguiente pregunta: ¿qué resultados produce contar con los dedos, en lugar de solo mentalmente? Han surgido algunos resultados interesantes para los docentes y su didáctica.
Citas
Alibali, M. W., & Di Russo, A. A. (1999). The function of gesture in learning to count: More than keeping track. Cognitive Development, 14(1), 37–56. https://doi.org/10.1016/S0885-2014(99)80017-3
Amelia, W., & Supena, A. (2022). Mathematics Learning Strategy for Discalculia Students in Elementary School. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(1), 209. https://doi.org/10.33394/jk.v8i1.4700
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing. A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman.
Antell, S. E., & Keating, D. (1983). Perception of numerical invariance by neonates. Child Development. 54, 695–701. https://doi.org/10.2307/1130057
Arboix-Calas, F. (2018). Neurosciences cognitives et sciences de l’éducation: Vers un changement de paradigme ? Éducation et Socialisation, 49. https://doi.org/10.4000/edso.4320
Arisandi, E. (2014). Improving Multiplication Operation Ability for Dyscalculia Children through the Linematic Method. Scientific Journal of Special Education, 3(3), 478–488.
Associazione Italiana Dislessia. (2007, January 26). Disturbi Evolutivi Specifici di Apprendimento: Raccomandazioni per la pratica clinica definite con il metodo della Consensus Conference. Disturbi Evolutivi Specifici di Apprendimento: Raccomandazioni per la pratica clinica definite con il metodo della Consensus Conference. https://www.miur.gov.it/documents/20182/187572/Raccomandazioni+per+la+pratica+clinica+definite+con+il+metodo+della+Consensus+Conference.pdf/8ea58c0d-edb5-4485-9845-b81af24ea1b7?version=1.0&t=1495444337910
Azhari, B. (2017). Identification of Dyscalculia Learning Disorders in Madrasah Ibtidaiyah Students. Al Khwarizmi: Journal of Mathematics Education and Learning, 1(1), 60–74. http://dx.doi.org/10.22373/jppm.v1i1.1732
Barth, B. M. (1993). Le savoir en construction, former à une pédagogie de la compréhension. Paris: Retz.
Bassey, M. (1999). Case study research in educational settings. Buckingham-Philadelphia: Open University Press.
Booth, J. L., & Siegler, R. S. (2008). Numerical magnitude representations influence arithmetic learning. Child Development, 79, 1016–1031. https://www.jstor.org/stable/27563535
Bortolotto, M. (2020). Lo studio di caso in ricerca-azione: tra potenziale epistemologico ed esigenza di rigore per la professionalità educativa. Pedagogia Oggi, 1, 183-196. https://doi.org/10.7346/PO-012020-12
Bruer, J. T. (1997). Education and the Brain: A Bridge Too Far. Educational Researcher, 26(8), 4–16. https://doi.org/10.3102/0013189X026008004
Bryant, D. P., Bryant, B. R., Gersten, R., Scammacca, N., & Chavez, M. M. (2008). Mathematics Intervention for First- and Second-Grade Students With Mathematics Difficulties: The Effects of Tier 2 Intervention Delivered as Booster Lessons. Remedial and Special Education, 29(1), 20–32. https://doi.org/10.1177/0741932507309712
Bryant, D. P. (2005). Commentary on early identification and intervention for students with mathematics difficulties. Journal of Learning Disabilities, 38, 340–345. https://doi.org/10.1177/00222194050380041001
Butterworth, B. (2005). The development of arithmetic abilities. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 46(1), 3–18. https://doi.org/10.1111/j.1469-7610.2004.00374.x
Butterworth, B. (1999). What counts: How every brain is hardwired for math. New York, NY, USA: The Free Press.
Calvani, A., (2012). Per un’istruzione evidence based: Analisi teorico metodologica internazionale sulle didattiche efficaci e inclusive. Trento: Erickson.
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206
Coggi, C., & Ricchiardi, P. (2010). Progettare la ricerca empirica in educazione. Roma: Carocci.
Contini, M., Fabbri M., & Manuzzi P. (2006). Non di solo cervello: Educare alle connessioni mente– corpo – significati – contesti. Milano: Raffaello Cortina.
Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2008). Gesturing makes learning last. Cognition, 106(2), 1047–1058. https://doi.org/10.1016%2Fj.cognition.2007.04.010
Cornoldi, C., Friso, G., & Palladino, P.. (2006). Avviamento alla metacognizione. Attività su «riflettere sulla mente», «la mente in azione», «controllare la mente» e «credere nella mente». Trento: Centro Studi Erickson.
Dehaene, S., & Cohen, L. (1995). Towards an anatomical and functional model of number processing. Mathematical Cognition, 1, 83–120.
Dehaene, S., Bossini, S., & Giraux, P. (1993). The mental representation of parity and number magnitude. Journal of Experimental Psychology: General, 122(3), 371–396. https://doi.org/10.1037/0096-3445.122.3.371
D’Alessio, C. (2011). Il contributo delle neuroscienze all’epistemologia pedagogica. Verso un nuovo paradigma. Formazione & insegnamento, 9(1), 93–97. Retrieved November 15, 2023, from https://ojs.pensamultimedia.it/index.php/siref/article/view/1145
Damayanti, R. (2020). Analysis of Mathematics Learning Difficulties in Dyscalculia Students in Solving Integer Operation Problems. Journal of Chemical Information and Modeling, 53(9), 1689–1699. https://doi.org/10.33394/jk.v8i1.4700
Damiani, P., & Gomez Paloma, F. (2021). Key points between neuroscience and education from the “embodied cognition perspective”. Italian Journal of Health Education, Sports and Inclusive Didactics, 5(2), 31–38. https://doi.org/10.32043/gsd.v5i2.371
Damiani, P., Santaniello, A., & Gomez Paloma, F. (2015). Rethinking didactics in light of neuroscience: Body, visuospatial ability and empathy: an exploratory research. Italian Journal of Educational Research, 8(14), 83–106. Retrieved November 15, 2023, from https://ojs.pensamultimedia.it/index.php/sird/article/view/1589
Della Sala, S. (2016). Le neuroscienze a scuola: Il buono, il brutto, il cattivo. Milano: Giunti.
Domenici, G. (Ed.). (2005). Le prove semistrutturate di verifica degli apprendimenti. Torino: UTET.
Franklin, D. (2018). Helping Your Child with Language-Based Learning Disabilities: Strategies to Succeed in School & Life with Dyslexia, Dysgraphia, Dyscalculia, ADHD & Processing Disorders. London: Thompson.
Frauenfelder, E., Rivoltella, P. C., Rossi, P. G., & Sibilio, M. (2013). Bio-education, simplexity, neuroscience and enactivism. A new paradigm? Education Sciences & Society, 4(1), 11–25. Retrieved November 15, 2023, from https://riviste.unimc.it/index.php/es_s/article/view/695/
Fuson, K. C. (1988). Effects of Object Arrangement on Counting Correspondence Errors and on the Indicating Act. In K. C. Fuson (Ed.), Children’s Counting and Concepts of Number. Springer Series in Cognitive Development (pp. 93–127). Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3754-9_4
Gallese, V., & Lakoff, G. (2005). The brain’s concepts: The role of the sensory-motor system in conceptual knowledge. Cognitive Neuropsychology, 22, 455–479. https://doi.org/10.1080/02643290442000310
Geary, D. C. (2004). Mathematics and learning disabilities. Journal of learning disabilities, 37(1), 4–15. https://doi.org/10.1177/00222194040370010201
Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological and genetic components. Psychological Bulletin, 114, 345–362. https://doi.org/10.1037/0033-2909.114.2.345
Gerstmann, J. (1940). The syndrome of finger agnosia, disorientation for right and left, agraphia and acalculia. Archives of Neurology and Psychiatry 44, 398–408. https://doi.org/10.1001/archneurpsyc.1940.02280080158009
Gomez Paloma, F., Damiani, P., & Ianes, D. (2014). ICF, BES e didattica per competenze: La ricerca EDUFIBES. L’integrazione scolastica e sociale, 13(3), 258–277. Retrieved November 10, 2023, from https://rivistedigitali.erickson.it/integrazione-scolastica-sociale/archivio/?anno=2014
Etikan, I., Musa, S. A., Alkassim, R. S. (2015). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11
Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2008). Development of number combination skill in the early school years: When do fingers help?. Developmental Science, 11, 662–668. https://doi.org/10.1111/j.1467-7687.2008.00715.x
Jordan, N. C., & Hanich, L. B. (2000). Mathematical thinking in second-grade children with different forms of LD. Journal of Learning Disabilities, 33, 567–578. https://doi.org/10.1177/002221940003300605
Kuhn, J. T., Ise, E., Raddatz, J., Schwenk, C., & Dobel, C. (2016). Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms. Z Kinder Jugendpsychiatr Psychother, 44(5), 365–375. https://doi.org/10.1024/1422-4917/a000450
Linee guida per il diritto allo studio degli alunni e degli studenti con disturbi specifici di apprendimento. (2011). [Guidelines]. https://www.miur.gov.it/documents/20182/187572/Linee+guida+per+il+diritto+allo+studio+degli+alunni+e+degli+studenti+con+disturbi+specifici+di+apprendimento.pdf/663faecd-cd6a-4fe0-84f8-6e716b45b37e?version=1.0&t=1495447020459
Long, I., Malone, S. A., Tolan, A., Burgoyne, K., Heron-Delaney, M., Witteveen, K., & Hulme, C. (2016). The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count. Journal of Experimental Child Psychology, 152, 327–334. https://doi.org/10.1016/j.jecp.2016.08.005
Lucangeli, D., & Mammarella, I. C. (2010). Psicologia della cognizione numerica: Approcci teorici, valutazioni e intervento. Milano: FrancoAngeli.
Lucangeli, D., Poli S., & Molin A. (2003). L’intelligenza numerica: Abilità cognitive e metacognitive nella costruzione della conoscenza numerica dai 6 agli 8 anni, Vol. 2 (pp. 7–40). Trento: Erickson.
Maggi, D. (2020). The body in action: mediate, understand, learn. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 4,149–156. https://doi.org/10.32043/gsd.v4i4%20sup.264
Mammarella, I. C., Caviola, S., Cornoldi, C., & Lucangeli, D. (2013). Mental additions and verbal-domain interference in children with developmental dyscalculia. Res Dev Disabil, 34(9), 2845–2855. https://doi.org/10.1016/j.ridd.2013.05.044
Merriam, S. B. (2001). Qualitative Research and Case Study Applications in Education. San Francisco (CA): Jossey-Bass.
Miyake, A., & Shah, P. (Eds.). (1999). Models of working memory: Mechanisms of active maintenance and executive control. Cambridge University Press. https://doi.org/10.1017/CBO9781139174909
Moeller, K., Fischer, U., Link, T., Wasner, M., Huber, S., Cress, U., & Nuerk, H.-C. (2012). Learning and development of embodied numerosity. Cognitive Processing, 13, 271–274. https://doi.org/10.1007/s10339-012-0457-9
Noël, M.P., & Rousselle, L. (2011), Developmental changes in the profiles of dyscalculia: an explanation base on a double exact-and-approximate number representation model. Frontiers in Human Neuroscience, 5, 165. https://doi.org/10.3389/fnhum.2011.00165
Noël, M.-P., Grégoire, J., Meert, G., & Seron, X. (2008). The innate schema of natural numbers does not explain historical, cultural, and developmental differences. Behavioral and Brain Sciences, 31(6), 664–665. https://doi.org/10.1017/S0140525X08005815
Noël, M.-P. (2005). Finger gnosia: A predictor of numerical abilities in children?. Child Neuropsychology, 11(5), 413–430. https://doi.org/10.1080/09297040590951550
Parasuraman, R., Greenwood, P. M., Kumar, R., & Fossella, J. (2005). Beyond heritability: Neurotransmitter genes differentially modulate visuospatial attention and working memory. Psychological Science, 16, 200–207. https://doi.org/10.1111/j.0956-7976.2005.00804.x
Passolunghi, M. C., & Cornoldi, C. (2008). Working memory failures in children with arithmetical difficulties. Child Neuropsychology, 14, 387–400. https://doi.org/10.1080/09297040701566662
Peluso Cassese, F. (2017). Corporeity and movement education. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 1(3), 7–8. https://doi.org/10.32043/gsd.v0i3.24
Reeve, R., & Humberstone, J. (2011). Five- to 7-year-olds’ finger gnosia and calculation abilities. Frontiers in Psychology, 2, 359. https://doi.org/10.3389/fpsyg.2011.00359
Rivoltella, P. C. (2012). Neurodidattica: Insegnare al cervello che apprende. Milano: Raffaello Cortina.
Rousselle, L., & Noel, M.-P. (2007). Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102(3), 361–395. https://doi.org/10.1016/j.cognition.2006.01.005
Sibilio, M. (2012). Corpo e cognizione nella didattica. In P. G. Rossi & P. C. Rivoltella (Eds.), L’agire didattico: Manuale per l’insegnante (pp. 329–347). Brescia: La Scuola.
Soylu, F., Lester Jr., F. K., & Newman, S. D. (2018). You can count on your fingers: The role of fingers in early mathematical development. Journal of Numerical Cognition, 4(1), 107–135. https://doi.org/10.5964/jnc.v4i1.85
Steffe, L. P., & Cobb, P. (1988). Construction of Arithmetical Meanings and Strategies. Springer New York. https://doi.org/10.1007/978-1-4612-3844-7
Tore, R. (2022). Sull’uso delle dita nei discenti con discalculia. In F. Peluso Cassese (Ed.), Research on Educational Neuroscience. Ricerche in Neuroscienze Educative. Scuola, Sport e Società. Edizioni Universitarie Romane.
Trinchero, R., & Robasto, D. (2019). I mixed methods nella ricerca educativa. Milano: Mondadori.
Vygotski, L. S. (2014). Histoire du développement des fonctions psychiques supérieures. Paris: La Dispute. (Original work published 1931)
Wynn, K. (1990). Children’s understanding of counting. Cognition, 36(2), 155–193. https://doi.org/10.1016/0010-0277(90)90003-3
Yin, R. K. (2005). Lo studio di caso nella ricerca scientifica. Roma: Armando.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Raffaela Tore
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Formazione & insegnamento se distribuye bajo la licencia Atribución 4.0 Internacional (CC BY 4.0).
Para más detalles, por favor refiérase a nuestra Política de Repositorio y Archivo, así como a nuestros Términos de Derechos de Autor y Licencia.
