{"id":113429,"date":"2018-03-11T10:40:51","date_gmt":"2018-03-11T10:40:51","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/conteos-erroneos-y-conteos-inusuales-un-analisis-longitudinal-de-la-comprension-de-la-habilidad-de-contar\/"},"modified":"2018-03-11T10:40:51","modified_gmt":"2018-03-11T10:40:51","slug":"conteos-erroneos-y-conteos-inusuales-un-analisis-longitudinal-de-la-comprension-de-la-habilidad-de-contar","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/psicologia\/conteos-erroneos-y-conteos-inusuales-un-analisis-longitudinal-de-la-comprension-de-la-habilidad-de-contar\/","title":{"rendered":"Conteos err\u00f3neos y conteos inusuales. un an\u00e1lisis longitudinal de la comprensi\u00f3n de la habilidad de contar"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Ana Natividad Escudero Montero <\/strong><\/h2>\n<p>La habilidad de contar constituye la base sobre la que se asienta el desarrollo del conocimiento matem\u00e1tico. Por ello, estudiar su evoluci\u00f3n a lo largo de la educaci\u00f3n infantil y primaria es fundamental, tanto desde el punto de vista psicol\u00f3gico como  educativo. Precisamente, la capacidad de los ni\u00f1os para discriminar entre los aspectos esenciales del conteo (normas l\u00f3gicas) y los no esenciales (normas convencionales) constituye un buen indicador de su comprensi\u00f3n sobre el conteo.     el objetivo  general del presente estudio ha consistido en determinar los cambios evolutivos que se producen en la capacidad de los ni\u00f1os para discriminar entre las normas l\u00f3gicas y convencionales del conteo. Para ello, se ha hecho un seguimiento a un grupo de 2 5 ni\u00f1os durante tres a\u00f1os (5-6 a\u00f1os de edad en la primera medici\u00f3n, 6-7 en la segunda medici\u00f3n y 7-8 en la tercera medici\u00f3n). A trav\u00e9s de un programa de ordenador, se presentaron a los participantes tres tipos de conteos diferentes: conteos convencio nales correctos, errores y conteos correctos no convencionales o pseudoerrores (la mitad de los cuales iban acompa\u00f1ados de la emisi\u00f3n del valor cardinal del conjunto). Los ni\u00f1os ten\u00edan que decidir si esos conteos eran correctos o no y justificar sus respuestas.     en general, los resultados de este trabajo han mostrado que los ni\u00f1os ten\u00edan m\u00e1s facilidad en reconocer el car\u00e1cter obligatorio y necesario de las normas l\u00f3gicas que la naturaleza opcional de las convencionales. Adem\u00e1s, se ha observad o que, a partir de los 6-7 a\u00f1os, la presencia del valor cardinal correcto en los pseudoerrores ayudaba a los ni\u00f1os a dar m\u00e1s importancia a la validez del resultado obtenido que al procedimiento inusual seguido para lograrlo. Los ni\u00f1os se volv\u00edan prog resivamente m\u00e1s capaces de diferenciar las normas l\u00f3gicas de las convencionales, aunque el reconocimiento de las l\u00f3gicas no garantizaba la adecuada identificaci\u00f3n de las convencionales.          counting is very important in the logical mathematical reasoning development. Thus, it seems crucial to explore the development of children\u00c2\u00bfs counting skills as they move into primary school. In this sense, children\u00c2\u00bfs discrimination between essential counting features (logical rules) and non-essential co unting features (conventional rules) can be taken as a good indicator of their comprehension of counting.     we have conducted a 3-year longitudinal study to analyse the developmental changes in children\u00c2\u00bfs ability to differentiate logical from conve<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Conteos err\u00f3neos y conteos inusuales. un an\u00e1lisis longitudinal de la comprensi\u00f3n de la habilidad de contar<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Conteos err\u00f3neos y conteos inusuales. un an\u00e1lisis longitudinal de la comprensi\u00f3n de la habilidad de contar <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Ana Natividad Escudero Montero <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Complutense de Madrid<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 16\/11\/2012<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Purificaci\u00f3n Rodr\u00edguez Marcos<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Juan  ignacio Aragon\u00e9s tapia <\/li>\n<li>Juan  Antonio Garcia madruga (vocal)<\/li>\n<li>Jos\u00e9 Luis Linaza iglesias (vocal)<\/li>\n<li>terezinha Nunes (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Ana Natividad Escudero Montero La habilidad de contar constituye la base sobre la que se asienta el 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