Conservación del número: Revisión
DOI:
https://doi.org/10.12795/IE.1987.i02.06Abstract
Este trabajo constituye una revisión de la literatura sobre la conservación del número en la edad preescolar. A partir del test de Piaget y el paradigma piagetiano sobre construcción del número se pasan a analizar diversas críticas existentes tanto a la metodología del test clásico de conservación del número como a las conclusiones de Piaget. Todas ellas van configurando, en mayor o menor medida, la emergencia de un nuevo paradigma sobre construcción del número: el de integración de destrezas de Gelman y Gallistel. A partir de estas críticas se examina con posterioridad la necesidad de investigaciones en dos campos: el teórico, donde se deben analizar las interrelaciones de ambos paradigmas, y el social, donde es necesario investigar la influencia del contexto social en la construcción infantil del número.
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Accepted 2019-06-17
Published 2021-05-09
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