El efecto Mateo en niños con Dificultades Específicas de Aprendizaje de las Matemáticas

Margarita Blanco Pérez; Vicente Bermejo

doi:10.24310/espsiescpsi.v3i1.13332

Autores/as

Margarita Blanco Pérez Dpto. de Psicología, Facultad de Educación y Trabajo social, Universidad de Valladolid España
Vicente Bermejo Dpto. de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad Complutense de Madrid España

DOI:

https://doi.org/10.24310/espsiescpsi.v3i1.13332

Palabras clave:

Dificultades Específicas de Aprendizaje en Matemáticas (DAM), Discalculia, Inteligencia (CI), Efecto Mateo

Resumen

En el presente trabajo se intentó determinar si la presencia de Dificultades Específicas de Aprendizaje en Matemáticas (DAM) se asociaba con la caída de las puntuaciones en las pruebas psicométricas empleadas para valorar el Cociente Intelectual (CI) que con el paso de los cursos se observa en estos niños, tal como sostienen algunos autores con las Dificultades en Lectura y Matemáticas. Además, se evaluó si las diferencias en CI se relacionaban con rendimientos matemáticos igualmente diferentes. Para ello se comparó el CI de 12 niños con DAM escolarizados en 1º de Educación Primaria con el de 20 niños con DAM de 3º de Educación Primaria. Por otro lado, se contrastó el CI de estos niños DAM con el de dos muestras control sin DAM de las mismas cohortes. Entre otros resultados se observó que el CI de los niños DAM de mayor edad (3º curso) era significativamente más bajo que el de los niños más jóvenes, mientras que no existían diferencias entre los niños sin DAM. Además, la presencia de un CI alto o bajo no suponía siempre un rendimiento matemático igualmente alto o bajo en los escolares.

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