¿Qué papel tiene la asistencia a Educación Infantil en la predicción del rendimiento matemático en PISA? / What is the role of child education assistance in predicting mathematical performance in PISA?

Abstract

RESUMENLas matemáticas son críticas para el desarrollo del individuo, siendo diferentes las variables que pueden predecir un bajo rendimiento en esta competencia. Estas variables pueden estar relacionadas con el sujeto que aprende o con el docente que instruye. El objetivo del trabajo es comparar el riesgo de tener bajo rendimiento en competencia matemática evaluada en PISA en función de las estrategias de enseñanza-aprendizaje que emplean los estudiantes y las enseñanzas docentes, en hombres y en mujeres que han asistido o no han asistido a la etapa de Educación Infantil. Se ha seguido una metodología no experimental, diseño comparativo -causal. Se han realizado análisis de regresión logística binaria. Entre los resultados destacar que la no asistencia a Educación Infantil aumenta significativamente el riesgo de tener bajo rendimiento en matemáticas en los dos modelos (estrategias docentes y estrategias de aprendizaje). Por tanto, existen diferentes variables que aumentan la probabilidad y/o riesgo de tener bajo rendimiento en la competencia matemática en los diferentes modelos estudiados. What is the role of child education assistance in predicting mathematical performance in PISA? ABSTRACTMathematics is critical to the development of the individual, with several variables that may predict poor performance in this competition. These variables may be related to the learner or the teacher who instructs. The aim of the paper is to compare the risk of poor performance in mathematical literacy assessment in PISA in terms of teaching and learning strategies, in men and in women who have attended or have not attended Early Childhood Education. We uses a non experimental, comparative design -causal methodology. Binary logistic regression analysis were don. The failure to attend Early Childhood Education significantly increases the risk of low achievement in mathematics in both models. Therefore, there are different variables that increase the likelihood and / or risk of low performance in mathematical competence in the several models analsyed.

Family-School Cooperation: An Online Survey of Parents and Teachers of Young Children in Spain

“…Here, multiple positive effects are shown in the cognitive area, social-emotional development, or motor skills, especially in children with more unfavourable socioeconomic conditions. Thus, a key role is played by the early childhood education stage as a compensator of differences from the very first moments of education (Bausela, 2019), and by contributing to the guarantee of an inclusive, equitable and quality education, while at the same time providing learning opportunities for all (UNESCO, 2015), and addressing inequities for this group.…”