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

Margarita Blanco Pérez; Vicente Bermejo

doi:10.24310/espsiescpsi.v3i1.13332

Authors

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

DOI:

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

Keywords:

Specific Learning Difficulties in Mathematics (LDM), Dyscalculia, Intelligence (CI), Matthew Effect

Abstract

Previous research suggests that Learning Difficulties in Reading and Mathematics are highly related. This work tried to test in children if the presence of specific Learning Difficulties in Mathematics (LDM) was related to poor results in Intellectual Quotient (IQ) tests. Also, it is tested if differences in IQ are related to different mathematical performances. Therefore, the IQs of 12 LDM children enrolled in the first year of Primary School were compared with the IQs of 20 LDM children enrolled in the third year of Primary School. The IQs of LDM children were compared with the IQs of two non-LDM groups of the same cohorts. Among other results, it was observed that the IQs of the oldest LDM children were significantly lower than these of the youngest children, while no differences were found among non-LDM children. Furthermore, the presence of a high or low IQ did not always imply an equally high or low ma-thematical performance in the scholars.

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