Differential socioemotional and educational profiles in early childhood and primary education students in a lockdown situation.

Recent lockdown situations have highlighted social relationship deprivation of schoolchildren and the need to develop the teaching-learning process in informal contexts. The aim of this study was to analyze differential socioemotional and educational profiles in Early Childhood and Primary Education students using variables relating to academic performance during the COVID-19 pandemic. Correlational, descriptive, and inferential statistical analyses were performed that yielded differential explanatory models depending on the stage of education.

Contributions of the psychology of mathematical cognition in early childhood education using apps.

Educational interventions are necessary to develop mathematical competence at early ages and prevent widespread mathematics learning failure in the education system as indicated by the results of European reports. Numerous studies agree that domain-specific predictors related to mathematics are symbolic and non-symbolic magnitude comparison, as well as, number line estimation. The goal of this study was to design 4 digital learning app games to train specific cognitive bases of mathematical learning in order to create resources and promote the use of these technologies in the educational community and to promote effective scientific transfer and increase the research visibility.

Socio-Economic and Cultural Context in the Development of Early Mathematical Competencies: A Comparative Study of Specific Educational Contexts in Chile and Spain.

This research presents the findings of a comparative study of mathematical competence among 130 students ( = 54.08 months; = 2.57) from vulnerable school contexts in Chile and the Spanish public school system.

Individual differences in general and specific cognitive precursors in early mathematical learning.

Background: The acquisition of mathematical abilities is associated not only with several academic aptitudes but also with the development of particular cognitive skills. This study analysed the role of the general and specific domain precursors of informal mathematical thinking.

Method: A total of 109 4-year-old children (M = 59.

Coming Together: R&D and Children's Entertainment Company in Designing APPs for Learning Early Math.

Information and Communication Technologies (ICT) have an increasing influence on the way we interact, learn, and live. The increase in teaching and learning methodologies that are mediated by ICT in the field of education and in the domestic settings encourages the design of new effective technological tools, supported by scientific research and development to improve student learning. The challenge psychology is facing in the education field is to promote those technologies and make them available to the education community.

The Open Algorithm Based on Numbers (ABN) Method: An Effective Instructional Approach to Domain-Specific Precursors of Arithmetic Development.

This article presents the results of a comparative study regarding the impact and contribution of two instructional approaches to formal and informal mathematical reasoning with two groups of Spanish students, aged four and five. Data indicated that for both age groups, children under the ABN method [Open Algorithm Based on Numbers (ABN)] ( = 147) achieved better results than the group under the CBC approach (Closed Algorithms Based on Ciphers) ( = 82), which is the widespread approach in Spanish schools to teach formal and informal mathematical reasoning. Furthermore, the comparative analyses showed that the effect is higher in the group of students who received more instruction on skills considered domain-specific predictors of later arithmetic performance.

Predictive model for early math skills based on structural equations.

Early math skills are determined by higher cognitive processes that are particularly important for acquiring and developing skills during a child's early education. Such processes could be a critical target for identifying students at risk for math learning difficulties. Few studies have considered the use of a structural equation method to rationalize these relations.

Explanatory model of emotional-cognitive variables in school mathematics performance: a longitudinal study in primary school.

This study tested a structural model of cognitive-emotional explanatory variables to explain performance in mathematics. The predictor variables assessed were related to students' level of development of early mathematical competencies (EMCs), specifically, relational and numerical competencies, predisposition toward mathematics, and the level of logical intelligence in a population of primary school Chilean students (n = 634). This longitudinal study also included the academic performance of the students during a period of 4 years as a variable.