Numerical Cognition in Uruguay: from clinics and laboratories to the classroom (Cognición numérica en Uruguay: de la clínica y los laboratorios al aula)

Koleszar, Víctor; León, Dinorah de; Díaz-Simón, Nadir; Fitipalde, Dahiana; Cervieri, Ignacio; Maiche, Alejandro

doi:10.1080/02109395.2020.1749000

Cited by 3 publications

(13 citation statements)

References 28 publications

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“…La traducción de los resultados de la investigación, que es notoriamente compleja y tardía, no sólo se ve obstaculizada por diferencias epistemológicas sino también por la falta de políticas públicas efectivas (Cox, 2012). Con raras excepciones, como Cuba/ Ecuador y Uruguay, no hay una preocupación real por parte del gobierno por incorporar evidencias científicas en políticas educativas a gran escala (Koleszar et al, 2020;Reigosa-Crespo et al, 2020). Además, la inestabilidad política contribuye también a la falta de continuidad en las políticas públicas (Cox, 2012).…”

Section: Tendencias En Los Logros En Matemáticasunclassified

“…In addition to analysing the pedagogical ideas behind the traditional textbooks, and how these are connected to pupils’ learning, the surge of electronic educational materials demands more attention. Koleszar et al (2020) discuss the research in Uruguay, a country that has invested a lot in educational technologies. The electronic tools and internet should not only be seen as a medium to deliver educational content, but there is a multitude of means where they can be useful.…”

Section: Trends On Research On Mathematics Educationmentioning

confidence: 99%

“…Research on numerical cognition in Latin America is still nascent. Still, it shows strength and a growing trend (Abreu-Mendoza, 2020; Dorneles, 2020; Koleszar et al, 2020; Obando-Zapata, Pontón-Ladino, Parada, & Villa-Ochoa, 2020; Pezzatti, Edelsztein, & Hermida, 2020; Reigosa-Crespo et al, 2020; Susperreguy, Peake, & Gómez, 2020). In each country, research and educational context are characterized by local hues.…”

Section: Trends In Research On Numerical Cognition In Lac Countriesmentioning

confidence: 99%

“…There is a shortage of longitudinal and intervention designs. In some countries, most notably in Argentina and Uruguay, efforts have been made to develop computer technologies widely applicable to mathematics education (Koleszar et al, 2020; Pezzatti et al, 2020).…”

Section: Trends In Research On Numerical Cognition In Lac Countriesmentioning

confidence: 99%

“…Research groups are poorly integrated with each other at both intra- and international levels. References are made to cooperation with research centres in the northern hemisphere (Abreu-Mendoza, 2020; Dorneles, 2020; Koleszar et al, 2020; Reigosa-Crespo et al, 2020; Susperreguy et al, 2020). However, cross-country cooperation in Latin America itself seems to be virtually nonexistent.…”

Section: Trends In Research On Numerical Cognition In Lac Countriesmentioning

confidence: 99%

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Research on numerical cognition in Latin American countries (Investigación sobre cognición numérica en países latinoamericanos)

Haase

Fritz

Räsänen

2020

Studies in Psychology

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Towards evidenced-guided reforms on the mathematics educationOver the last few decades, Latin America and the Caribbean (LAC) countries have increased their spending on education (Bertoni et al., 2018) significantly. Governments have raised the salaries of teachers to signal the importance of education and to attract more students to select the teaching profession. Likewise, many reforms and programmes have been introduced to improve learning, especially in disadvantaged schools and areas. The available data suggest that increased spending combined with economic and social reforms have had an impact on educational outcomes such as improvement on primary and secondary completion rates and a slowly declining number of very poor performers. There has also been modest but sustained progress in closing the learning gap with more developed countries. However, education systems in LAC countries still lag significantly behind most developed countries in terms of student performance in international assessments, which illustrates persistent learning gaps. To guarantee that this slow progress in LAC countries would continue, we need to increase the amount of multidisciplinary collaboration in school development.One crucial aspect of the development of school and education is that the reforms should be based on tested ideas and solid research. Therefore, a constant dialogue between research and practice is required. To advance this discussion, we built this particular issue by inviting top experts from seven LAC countries to present the state-of-the-art situation in their countries. We focus on the current state of research in numerical cognition and how this new knowledge has or could contribute to educational practices. Naturally, raising the research on numerical cognition into focus for developing education and educational practices is a narrow perspective when we consider all the factors connected to learning and teaching. In Figure 1, we present a simplified influence diagram to put our question dealt with in this special issue in a broader context. The figure illustrates the complex and multifactorial nature of the whole topic as a research area.

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Section: Tendencias En Los Logros En Matemáticasunclassified

Section: Trends On Research On Mathematics Educationmentioning

confidence: 99%

Section: Trends In Research On Numerical Cognition In Lac Countriesmentioning

confidence: 99%

Section: Trends In Research On Numerical Cognition In Lac Countriesmentioning

confidence: 99%

Section: Trends In Research On Numerical Cognition In Lac Countriesmentioning

confidence: 99%

See 3 more Smart Citations

Research on numerical cognition in Latin American countries (Investigación sobre cognición numérica en países latinoamericanos)

Haase

Fritz

Räsänen

2020

Studies in Psychology

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Hablando de neuroeducación: avances y desafíos en Uruguay

Cuadro¹

2022

JNeuroedu

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En Uruguay los avances en neuroeducación han venido dados por el desarrollo en el estudio de las dificultades del aprendizaje por profesionales de la educación y por los trabajos de la neuropsicología y las ciencias cognitivas, en particular en centros universitarios. Sobre la década de los 60 se iniciaron los trabajos sobre dislexia principalmente, a los que se fueron incorporando investigaciones desde el campo de la neurología, la neuropediatría, la neuropsicología y de las ciencias cognitivas en general. Estos trabajos han dado como resultado el desarrollo de un conjunto de técnicas de evaluación, de programas de intervención y estimulación para uso educativo que están incorporando las evidencias de la neuroeducación a las escuelas. No obstante, se presentan una serie de desafíos para una comprensión e incorporación mayor de los estudios de la neuroeducación a las prácticas de enseñanza con el fin de favorecer y mejorar los aprendizajes.

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