Funções executivas e conceitos de cardinalidade e ordinalidade em crianças do pré-escolar com diferentes metodologias de ensino

Abstract

Theoretical Background: Executive functions (EF) are characterized by a set of complex cognitive processes that are associated with learning and a good predictor of school results, particularly in mathematics. Thus, it is important to understand whether or not teaching methodologies interfere with EF and how they relate to mathematics skills. The present study emerges in this sense and proposes to analyze the performance of preschool children with different teaching methodologies in EF tests and mathematics. Method: A non-probabilistic sampling method was used for convenience. The sample consists of 48 participants, between 4 and 5 years of age (M=4.6; DP=0.46), distributedby two groups based on the frequency of different teaching methodologies, in which 26have access 26 to the Singapore method (SM) and 22 without structured method (WSM). A neuropsychological assessment protocol constructed for this purpose was applied with a set of instruments to evaluate cognitive and mathematical skills, including Raven’sColour Progressive Matrices, School of Forms, free counting, “Tell me (How many arethere?)”, “Give me!” and “In what Position?”.Results: Homogeneity is verified in the results of the tests, when compared with teaching methodologies, gender and ages, however, there are significant differences in the understanding of the ordinal concept when compared to the methodologies applied, gender and age. Conclusion: Although the results obtained do not show significant executive differences in both groups analyzed, this study revealed that based on structured methodology, in this case the Singapore method, the most complex learning processes of mathematics, understanding the concept of ordinality may be more developed.

Date of Award	23 Jul 2021
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Joana Rodrigues Rato (Supervisor)