<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362021000300299</article-id>
<article-id pub-id-type="doi">10.12802/relime.21.2433</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desarrollo de la habilidad numérica inicial: aportes desde la psicología cognitiva a la educación matemática inicial]]></article-title>
<article-title xml:lang="en"><![CDATA[Development of early numerical ability: contributions from cognitive psychology to initial mathematics education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peake]]></surname>
<given-names><![CDATA[Christian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alarcón]]></surname>
<given-names><![CDATA[Valentina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera]]></surname>
<given-names><![CDATA[Viviana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales]]></surname>
<given-names><![CDATA[Karina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Diego Portales Facultad de Educación ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>24</volume>
<numero>3</numero>
<fpage>299</fpage>
<lpage>326</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362021000300299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362021000300299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362021000300299&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La habilidad numérica se desarrolla en los primeros años y está en la base del aprendizaje de la matemática posterior, así como del éxito académico y laboral en edad adulta. La educación matemática inicial ha puesto el foco tradicionalmente en la enseñanza de procesos con carácter general, buscando el desarrollo del pensamiento lógico-matemático y el lenguaje matemático. Este artículo busca reflexionar hacia la importancia de entrenar procesos cognitivos del dominio específico numérico, a partir de los hallazgos en psicología cognitiva. Así, en este trabajo se revisa la última evidencia empírica, a partir de recientes estudios con enfoques conductuales en cognición numérica, centrada en el desarrollo de las habilidades numéricas tempranas. Para ello, se revisan los principales hitos del desarrollo numérico en relación con la adquisición de la aritmética posterior, teniendo en cuenta las influencias intrínsecas y extrínsecas al individuo durante los primeros años.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Numerical ability is developed in the early years of age and is the basis for later learning mathematics, as well as academic and work success in adulthood. Initial mathematics education has traditionally focused on the teaching of general processes, seeking the development of logical-mathematical thinking and mathematical language. This article seeks to think about the importance of training specific numerical cognitive processes, based on the findings in cognitive psychology. Thus, in this work the latest empirical evidence is reviewed, based on recent studies with behavioral approaches in numerical cognition, focused on the development of early numerical skills. For this, the main milestones of numerical development in relation to the acquisition of later arithmetic are reviewed, taking into account the intrinsic and extrinsic influences on the individual during the first years of age.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A habilidade numérica se desenvolve desde tenra idade e é a base para o aprendizado posterior da matemática, bem como para o sucesso acadêmico e profissional na idade adulta. A educação matemática inicial tem tradicionalmente focado no ensino de processos gerais, buscando o desenvolvimento do pensamento lógico-matemático e da linguagem matemática. Este artigo busca refletir sobre a importância do treinamento de processos cognitivos no domínio numérico específico, com base nos achados da psicologia cognitiva. Portanto, este artigo revisa as evidências empíricas mais recentes, com base em estudos recentes com abordagens comportamentais para a cognição numérica, com foco no desenvolvimento das habilidades iniciais dos números. Portanto, são revisados os principais marcos do desenvolvimento numérico em relação à aquisição da aritmética posterior, levando em consideração as influências intrínsecas e extrínsecas no indivíduo durante os primeiros anos de idade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ La capacité numérique se développe dès le plus jeune âge et constitue le fondement de l&#8217;apprentissage ultérieur des mathématiques, ainsi que de la réussite scolaire et professionnelle à l&#8217;âge adulte. L&#8217;enseignement précoce des mathématiques s&#8217;est traditionnellement concentré sur l&#8217;enseignement des processus généraux, cherchant le développement de la pensée logico-mathématique et du langage mathématique. Cet article cherche à réfléchir sur l&#8217;importance de l&#8217;entraînement des processus cognitifs dans le domaine numérique spécifique, en s&#8217;appuyant sur les découvertes de la psychologie cognitive. Par conséquent, cet article passe en revue les preuves empiriques les plus récentes, basées sur des études récentes avec des approches comportementales de la cognition des nombres, en mettant l&#8217;accent sur le développement des compétences numériques précoces. Par conséquent, les principaux jalons du développement numérique en relation avec l&#8217;acquisition de l&#8217;arithmétique ultérieure sont passés en revue, en tenant compte des influences intrinsèques et extrinsèques sur l&#8217;individu au cours des premières années de l&#8217;âge.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Cognición numérica]]></kwd>
<kwd lng="es"><![CDATA[Habilidades numéricas]]></kwd>
<kwd lng="es"><![CDATA[Educación matemática inicial]]></kwd>
<kwd lng="es"><![CDATA[Sistema numérico simbólico]]></kwd>
<kwd lng="es"><![CDATA[Correspondencia número-cantidad]]></kwd>
<kwd lng="en"><![CDATA[Number cognition]]></kwd>
<kwd lng="en"><![CDATA[Early number skills]]></kwd>
<kwd lng="en"><![CDATA[Early mathematics education]]></kwd>
<kwd lng="en"><![CDATA[Symbolic number system]]></kwd>
<kwd lng="en"><![CDATA[Number-numerosity mapping]]></kwd>
<kwd lng="pt"><![CDATA[Cognição numérica]]></kwd>
<kwd lng="pt"><![CDATA[Habilidades numéricas]]></kwd>
<kwd lng="pt"><![CDATA[Educação matemática inicial]]></kwd>
<kwd lng="pt"><![CDATA[Sistema numérico simbólico]]></kwd>
<kwd lng="pt"><![CDATA[Correspondência número- quantidade]]></kwd>
<kwd lng="fr"><![CDATA[Cognition numérique]]></kwd>
<kwd lng="fr"><![CDATA[Compétences précoces en matière de nombres]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement précoce des mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Système numérique symbolique]]></kwd>
<kwd lng="fr"><![CDATA[Correspondance nombre-quantité]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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