Estrategias cognitivas para el desarrollo de la memoria de trabajo en estudiantes de tercer grado con riesgo de discalculia

María Elizabeth  Guamán Díaz; Olga Miranda  Suarez Rivas; Evelyn Jazmín  Henríquez Antepara; Giselle Aurelia  Rodríguez Caballero

doi:10.51736/sa.v7iEspecial 4.302

Authors

María Elizabeth Guamán Díaz Domingo Celi Fiscomisional Educational Unit, Ecuador https://orcid.org/0009-0002-4401-2030
Olga Miranda Suarez Rivas Marist Fiscomisional Educational Unit, Ecuador https://orcid.org/0009-0006-6535-3220
Evelyn Jazmín Henríquez Antepara Bolivarian University of Ecuador, Durán, Ecuador https://orcid.org/0000-0001-7465-2376
Giselle Aurelia Rodríguez Caballero Bolivarian University of Ecuador, Durán, Ecuador https://orcid.org/0000-0002-5368-6371

DOI:

https://doi.org/10.51736/sa.v7iEspecial%204.302

Keywords:

dyscalculia, cognitive strategies, working memory, mathematical learning, educational intervention

Abstract

Dyscalculia significantly affects mathematical learning in children, but cognitive strategies can mitigate this impact. This study aimed to design and evaluate strategies based on the development of working memory to improve mathematics learning in children at risk of dyscalculia. It was carried out at the Domingo Celi Fiscomisional Educational Unit in the canton of Paltas, province of Loja. A quasi-experimental design was used with a sample of 34 third grade students, identified with risk of dyscalculia by means of the Smartick test. The cognitive strategies were evaluated by a panel of experts and then implemented during four months, with three weekly activities. Specific tests were conducted to assess students' progress, using indicators such as understanding of numerical concepts, speed in problem solving and memory of numerical tables. The results showed significant improvements in several indicators of mathematical performance in the group of students at risk of dyscalculia, supporting the effectiveness of the cognitive strategies implemented to address specific difficulties in learning mathematics in this vulnerable group.

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