Abstract
Mathematical concepts emerge from an early age. Although children come to the world with some innate pieces of knowledge, their abilities are further developed throughout the first years of life and later solidified by formal education. Environmental differences, such as disparate socioeconomic status (SES), are shown to have contrasting effects on math competence, with children from low SES being negatively impacted. In this chapter, we review the existing literature showing differences in early math performance across SES and the possible ways of overcoming those differences. We present some educational technologies that, used correctly, may contribute to equalizing early math knowledge. Our focus is centered on diverse technologies that have been used in school interventions conducted in Latin American countries, including an overview of past and present studies from our research group in Uruguay. Following a discussion of the positive and negative outcomes, we present some guidelines for the use of educational technologies in low-SES contexts.
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Notes
- 1.
For more information, go to: http://www.cognicionnumerica.psico.edu.uy/en/#recursos
- 2.
A demo version is available here: http://math.psico.edu.uy/puma/
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López, F.M., de León, D., Díaz-Simón, N., Maiche, A. (2022). Development of Mathematical Cognition: The Role of Technology in Low-SES Populations. In: Alves, M.V., Ekuni, R., Hermida, M.J., Valle-Lisboa, J. (eds) Cognitive Sciences and Education in Non-WEIRD Populations. Springer, Cham. https://doi.org/10.1007/978-3-031-06908-6_11
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