<?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>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892023000100087</article-id>
<article-id pub-id-type="doi">10.24844/em3501.04</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efectos de la riqueza perceptual de imágenes y objetos en la comprensión de la palabra número tres en niños en la etapa preescolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Effects of perceptual richness of pictures and objects on preschoolers&#8217; comprehension of the number word three]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[Jimena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martí]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salsa]]></surname>
<given-names><![CDATA[Analía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>87</fpage>
<lpage>112</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892023000100087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892023000100087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892023000100087&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio analiza los efectos de la riqueza perceptual de colecciones de objetos e imágenes en la comprensión de la palabra número &#8220;tres&#8221;. Participaron 80 niños de 3 años distribuidos aleatoriamente a una de cinco condiciones (cuatro de intervención y una de control). Durante cinco encuentros se realizaron el pretest (tarea Dame un Número), tres sesiones de intervención y evaluaciones parciales (tarea Señala X) y el postest (Dame un Número). Los resultados muestran que la condición imágenes sin riqueza perceptual (colecciones de círculos negros) fue la que impactó más positivamente en el desempeño infantil. Además, las imágenes y los objetos (tapas negras de botella) sin riqueza perceptual, en comparación con las condiciones con riqueza perceptual (imágenes coloridas de animales y bloques de construcción), permitieron un avance más rápido y significativo en el desempeño en el transcurso de las sesiones de intervención. Estos hallazgos señalan que, para esta edad y en relación con la comprensión cardinal de la palabra número tres, la riqueza perceptual de imágenes y objetos tendría efectos disruptivos. Se discuten las implicaciones educativas de estos resultados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study analyzed the effects of perceptual richness of collections of objects and pictures on the comprehension of the number word &#8220;three&#8221;. Eighty 3-year-old children, distributed randomly to one of five conditions (four interventions and a control condition), participated. A pretest (Give a Number task), three intervention sessions and partial evaluations (Point to X task), and a posttest (Give-N) were carried out over five sessions. The results show that the condition of pictures without perceptual richness (black circles) was the one that had the most positive impact on children&#8217;s performance. In addition, pictures and objects (black bottle caps) without perceptual richness, in comparison to the conditions with perceptual richness (colorful pictures of animals and building blocks), allowed for a faster and more significant advance in performance during the intervention sessions. These findings indicate that, at this age and in relation to the number word three, perceptual richness of pictures and objects has disruptive effects on cardinal comprehension. The educational implications of these results are discussed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comprensión cardinal]]></kwd>
<kwd lng="es"><![CDATA[palabras número]]></kwd>
<kwd lng="es"><![CDATA[imágenes]]></kwd>
<kwd lng="es"><![CDATA[objetos]]></kwd>
<kwd lng="es"><![CDATA[riqueza perceptual]]></kwd>
<kwd lng="en"><![CDATA[cardinal comprehension]]></kwd>
<kwd lng="en"><![CDATA[number words]]></kwd>
<kwd lng="en"><![CDATA[pictures]]></kwd>
<kwd lng="en"><![CDATA[objects]]></kwd>
<kwd lng="en"><![CDATA[perceptual richness]]></kwd>
</kwd-group>
</article-meta>
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