Estudio longitudinal de la capacidad de representación simbólica de niños y niñas en el ciclo 3-6 de Educación Infantil al abordar tareas relativas a dictados matemáticos

Abstract In this work, mathematical dictations are used as a didactical-instrumental approach to perform a longitudinal study on the mathematical representation capacity in children at an early age. For this purpose, a field study was carried out with a total sample of 104 girls and boys of 1st, 2nd, and 3rd grade of Early Childhood Education. The results obtained, regardless of the age group, are: a) there is a positive relationship between the difficulty index of the dictates and the percentage of children who did not complete their task successfully; b) the repetition of tasks, within the s...