Resolución de problemas aritméticos en alumnos con dificultades de aprendizaje y TDAH

  1. Valentín Iglesias-Sarmiento 1
  2. Manuel Deaño Deaño 1
  3. Ángeles Conde Rodríguez 1
  4. Sonia Alfonso Gil 1
  5. Sandra Limia González 1
  6. Fernando Tellado González 1
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

Revista:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Año de publicación: 2017

Título del ejemplar: La psicología hoy: retos, logros y perspectivas de futuro

Volumen: 1

Número: 1

Páginas: 167-176

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Resumen

Esta investigación analizó la contribución del funcionamiento cognitivo a la resolución de problemas aritméticos en niños con trastorno con déficit de atención y/o hiperactividad (TDAH) y con dificultades de aprendizaje en las matemáticas (DAM). Método: La muestra se formó por un total de 60 alumnos de 4º, 5º y 6º grado organizados en dos grupos: TDAH (n = 30) y DAM (n = 30). La evaluación se llevó a cabo en dos sesiones en las que se evaluaron los procesos PASS y la resolución de problemas aritméticos. Los procesos ejecutivos fueron predictores de la resolución de problemas en el grupo con TDAH mientras el simultáneo resultó el único predictor en la muestra con DAM.

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Fuente de los datos: Dialnet