Modelo Matemáticas 6º-11º
Razonamiento
El Razonamiento es la capacidad de pensar de manera abstracta, sacar inferencias, identificar patrones y relaciones, y aplicar la lógica para resolver problemas nuevos de forma flexible. El Razonamiento es un predictor clave de la fluidez matemática básica, el pensamiento matemático abstracto y la mejora en las habilidades matemáticas a lo largo del tiempo.
Ideas Principales
El Razonamiento también puede llamarse razonamiento no verbal, razonamiento fluido, inteligencia fluida o razonamiento analógico. El aspecto crítico es que el Razonamiento se utiliza para pensar y aplicar lógica en situaciones nuevas, en contraste con la inteligencia cristalizada, que se utiliza para recuperar y aplicar directamente conocimientos o habilidades específicas aprendidas.
El Razonamiento comienza a desarrollarse temprano en la vida y continúa durante la adultez. El desarrollo del razonamiento y el rendimiento en matemáticas siguen una trayectoria similar de crecimiento rápido durante la infancia temprana y media, ralentizándose algo en la adolescencia. Estas trayectorias de desarrollo compartidas sugieren un papel clave del Razonamiento en el rendimiento matemático.
Referencias
Ferrer, E., & Mcardle, J. J. (2004). An experimental analysis of dynamic hypotheses about cognitive abilities and achievement from childhood to early adulthood. Developmental Psychology, 40(6), 935–952.
Fry, A. F., & Hale, S. (2000). Relationships among processing speed, working memory, and fluid intelligence in children. Biological Psychology, 54, 1–34.
Green, C. T., Bunge, S. A., Briones Chiongbian, V., Barrow, M., & Ferrer, E. (2017). Fluid reasoning predicts future mathematical performance among children and adolescents. Journal of Experimental Child Psychology, 157, 125–143.
Handley, S. J., Capon, A., Beveridge, M., Dennis, I., & Evans, J. S. B. T. (2017). Working memory, inhibitory control and the development of children’s reasoning. Thinking and Reasoning, 10(2), 175–195.
Kane, M. J., Tuholski, S. W., Hambrick, D. Z., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology: General, 133(2), 189–217.
Kyttälä, M., & Lehto, J. E. (2008). Some factors underlying mathematical performance: The role of visuospatial working memory and non-verbal intelligence. European Journal of Psychology of Education, 23(1), 77–94.
Primi, R., Ferrão, M. E., & Almeida, L. S. (2010). Fluid intelligence as a predictor of learning: A longitudinal multilevel approach applied to math. Learning and Individual Differences, 20(5), 446–451.
Raven, J. (1981). Manual for Raven’s Progressive Matrices and Vocabulary scales. Research supplement no. 1: The 1979 British standardisation of the standard progressive matrices and mill hill vocabulary scales, together with comparative data from earlier studies in the UK, US, Canada, Germany and Ireland. Oxford: Oxford University Press; San Antonio, TX: The Psychological Corporation.
Rindermann, H., & Neubauer, A. C. (2004). Processing speed, intelligence, creativity, and school performance: Testing of causal hypotheses using structural equation models. Intelligence, 32(6), 573–589.
Susac, A., Bubic, A., Vrbanc, A., & Planinic, M. (2014). Development of abstract mathematical reasoning: The case of algebra. Frontiers in Human Neuroscience, 8(679), 1–10.
Stevenson, C. E., Catharina, Bergwerff, E., Heiser, Willem, J., & Resing, W. C. . (2014). Working memory and dynamic measures of analogical reasoning as predictors of children’s math and reading achievement. Infant and Child Development, 23, 51–66.
Taub, G. E., Floyd, R. G., Keith, T. Z., & McGrew, K. S. (2008). Effects of general and broad cognitive abilities on mathematics achievement. School Psychology Quarterly, 23(2), 187–198.
Tourva, A., Spanoudis, G., & Demetriou, A. (2016). Cognitive correlates of developing intelligence: The contribution of working memory, processing speed and attention. Intelligence, 54, 136–146.
van der Sluis, S., de Jong, P. F., & van der Leij, A. (2007). Executive functioning in children, and its relations with reasoning, reading, and arithmetic. Intelligence, 35(5), 427–449.
Wolf, L. K., Bazargani, N., Kilford, E. J., Dumontheil, I., & Blakemore, S. J. (2015). The audience effect in adolescence depends on who’s looking over your shoulder. Journal of Adolescence, 43, 5–14.
Wu, S. S., Chen, L., Battista, C., Smith Watts, A. K., Willcutt, E. G., & Menon, V. (2017). Distinct influences of affective and cognitive factors on children’s non-verbal and verbal mathematical abilities. Cognition, 166, 118–129.