Influence of laterality and basic movement patterns in mathematics at early childhood education students
DOI:
https://doi.org/10.24197/edmain.2.2015.22-31Keywords:
Childhood Education, Math performance, Laterality and basic movement patterns, Neuropsychological interventionAbstract
Neuropsychology applied to education can help promote the learning process and, therefore, the school performance in children of all ages. The general aim is to study the relation between laterality, the basic patterns of movement and the learning of mathematics during the second level of early childhood education students. A group of 33 students aged between 4 and 5 was evaluated through instruments of laterality and the basic patterns of movement test along with the assessment of math achievement, taking into account the children's responses to situations in which math concepts apply. The results show a relationship between laterality, the basic patterns of movement and math achievement during the period of early childhood education (p<0.05). This shows the need of considering the application of Neuropsychology in the field of education for the prevention of learning disabilities in mathematics and also to apply Neuropsychological-based programs to facilitate school performance.
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