Contenido principal del artículo

Dolores Valarezo
Universidad de A Coruña
España
https://orcid.org/0000-0002-5903-1560
Pilar Vieiro
Universidad de A Coruña
España
Biografía
Vol. 8 Núm. 1 (2021), Artículos, páginas 127-138
DOI: https://doi.org/10.17979/reipe.2021.8.1.8560
Enviado: jun 8, 2021 Aceptado: jun 15, 2021 Publicado: jul 1, 2021
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Resumen

Los niños con trastorno por déficit de atención e hiperactividad (TDAH) presentan una alta comorbilidad con dificultades de aprendizaje de la lectura y de las matemáticas, y una baja capacidad en relación con la planificación, organización e inhibición de la respuesta, y el mantenimiento de la concentración en la tarea. En este contexto, el objetivo de este estudio transversal es analizar la influencia de los modelos mentales en tareas de resolución de problemas matemáticos, cálculo y procesamiento semántico. La muestra estaba integrada por un total de 304 alumnos de Educación Primaria, 152 de tercer curso y 152 de sexto; la mitad formaban el grupo TDAH y la otra mitad el grupo control. Como instrumento de medida del procesamiento semántico se utilizó el programa Gesmedición, y para evaluar la competencia matemática la prueba de Problemas Verbales Aritméticos (PVA). Los resultados mostraron diferencias significativas en eficacia a favor del grupo control. Los sujetos con TDAH de ambos niveles educativos se mostraron significativamente más eficaces en tareas de cálculo, siendo los niveles de eficacia más bajos los de resolución de problemas, invirtiendo el patrón en relación al control.

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