It was made a brief lo dale bibliographic revision to identify the state of psycho-pedagogic knowledge of mathematics leaching-learning. We found three defined thematics: the first about cognitive development of the mathematics concepts, the second about the process of calculating and solving of problems by the students and the third about the psycho-pedagogic strategies for school use. Respect the first theme we have reviewed two areas, early development (zero to 4-5 years) and operant development (post). We have considered the new findings in what is made on number in the pre-verbal child and maintained the piagetian ideas from the pre-conserving stages. About the second we have reviewed mistakes and precision on calculating, the abilities of accurate calculation and the function of memo,-y; also, aspects of problem solving as organization of knowledge of the cognitive process and the ...

It was made a brief lo dale bibliographic revision to identify the state of psycho-pedagogic knowledge of mathematics leaching-learning. We found three defined thematics: the first about cognitive development of the mathematics concepts, the second about the process of calculating and solving of problems by the students and the third about the psycho-pedagogic strategies for school use. Respect the first theme we have reviewed two areas, early development (zero to 4-5 years) and operant development (post). We have considered the new findings in what is made on number in the pre-verbal child and maintained the piagetian ideas from the pre-conserving stages. About the second we have reviewed mistakes and precision on calculating, the abilities of accurate calculation and the function of memo,-y; also, aspects of problem solving as organization of knowledge of the cognitive process and the ...

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Fueron examinados 67 estudiantes universitarios iniciales en tres áreas de sus competencias matemáticas: esquemas operatorios lógicos, habilidades algorítmicas y de cálculo y capacidad de lectura de problemas matemáticos. Se analizó el papel de factores grupales y se trazó el perfil diferencial de competencias entre los estudiantes de alto y bajo rendimientos. Identificamos además tres carencias comunes a ambos grupos: en operaciones lógico-formales, debilidad probabilística, combinatoria y distributiva; en cálculo, debilidad metacognitiva por escasas estimaciones anticipatorias; y en lectura de problemas, dificultad en hallar los enunciados relevantes.

Páginas 83-100

En este número, presentamos el trabajo ·"La Psicología del niño peruano" del Dr. Raúl González Moreyra, que creemos constituye un importante aporte, no solamente para la Psicología -especialmente la psicología del Desarrollo- sino también para otras áreas del conocimiento, de manera especial en el campo de la educación en nuestro país.

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Sixty two university students were examined in terms of their comprehension of three types of texts: narrative, argumentative and expositive. An instrument which applied a neologism technique was used to measure the differential performance in the three types of textual superstructure. It was found that the expositive text was the one that posed greater difficulties, followed the argumentative and the narrative. A developmental explanation is given for these results. Furthermore, it was found that sample variables such as gender, age, area of studies, achievement both in school and in the university entry exam, and educational level of parents, did not produce significant differences in the results. Finally, the neologism technique applied had a good level of confidence and validity.

Se exploró la comprensión lectora inferencial en dos muestras de estudiantes recién ingresados a dos universidades de Lima, una estatal y otra privada. Se identificó el papel de variables grupales y las dificultades que ofrecen textos como los de corte científico y humanístico para la comprensión lectora. Las categorías de competencia lectora halladas mostraron la prevalencia de lectores dependientes en los textos básicos informativos, documentarios y numéricos y de lectores deficitarios en los textos literarios, humanísticos y cientificos. Los resultados indican la responsabilidad de la educación secundaria en las carencias lectoras del recién egresado y la responsabilidad de la universidad que debe desarrollar programas de apoyo y consolidación de las competencias lectoras.