Neuroeducación en la resolución de problemas verbales, funciones ejecutivas y comprensión lectora: revisión sistemática exploratoria
DOI:
https://doi.org/10.31637/epsir-2025-1376Parole chiave:
Neuroeducación, Resolución Problemas Verbales, Competencia matemática, Comprensión lectora, Funciones ejecutivas, Áreas cerebrales, revisión sistemática exploratoriaAbstract
Introducción: La resolución de problemas verbales es una habilidad esencial en la educación matemática. Esta revisión exploratoria busca entender cómo las funciones ejecutivas y la comprensión lectora influyen en la resolución de problemas verbales, y qué áreas cerebrales están involucradas. Metodología: Siguiendo el método PRISMA-ScR, se realizaron búsquedas en las bases de datos WOS, Scopus y Pubmed, centradas en la asociación entre funciones ejecutivas, comprensión lectora y resolución de problemas verbales, matemáticos, y revisiones de las áreas cerebrales implicadas. Se analizaron ocho artículos de 62 seleccionados, con 1912 participantes entre ocho y 13 años. Resultados: Los resultados indican una relación entre la comprensión lectora y las funciones ejecutivas en la resolución de problemas verbales. El análisis de las áreas cerebrales involucradas sugiere la existencia de una red fronto-cingulo-parietal, incluyendo el giro temporal superior izquierdo, activada ante una alta demanda cognitiva. Discusión: La revisión muestra cómo una buena comprensión lectora, influenciada por las funciones ejecutivas, mejora la resolución de problemas verbales. Se subraya la necesidad de una mayor investigación en neuroeducación para estudiar las áreas cerebrales implicadas en esta competencia. Conclusiones: Las intervenciones educativas deberían ir alineadas al nivel de desarrollo de las funciones ejecutivas y de comprensión lectora del alumnado.
Downloads
Riferimenti bibliografici
Agostino, A., Johnson, J. y Pascual-Leone, J. (2010). Executive functions underlying multiplicative reasoning: Problem type matters. Journal of Experimental Child Psychology, 105, 286-305. https://doi.org/10.1016/j.jecp.2009.09.006 DOI: https://doi.org/10.1016/j.jecp.2009.09.006
Anderson, J. R., Betts, S., Ferris, J. L., y Fincham, J. M. (2012). Tracking children’s mental states while solving algebra equations. Human Brain Mapping, 33, 2650-2665. https://doi.org/10.1002/hbm.21391 DOI: https://doi.org/10.1002/hbm.21391
Anderson, J. R., Fincham, J. M., Qin, Y. y Stocco, A. (2008). A central circuit of the mind. Trends in Cognitive Science, 12(4), 136-143. https://doi.org/10.1016/j.tics.2008.01.006 DOI: https://doi.org/10.1016/j.tics.2008.01.006
Ansari, D. y Coch, D. (2006). Bridges over troubled waters: education and cognitive neuroscience. Trends in Cognitive Sciences, 4(10), 146-151. https://doi.org/10.1016/j.tics.2006.02.007 DOI: https://doi.org/10.1016/j.tics.2006.02.007
Ashcraft, M. H. y Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130, 224-237. https://doi.org/10.1037/0096-3445.130.2.224 DOI: https://doi.org/10.1037//0096-3445.130.2.224
Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559. https://doi.org/10.1126/science.1736359 DOI: https://doi.org/10.1126/science.1736359
Baddeley, A. (1997). Human Memory: Theory and Practice. Psychology Press. DOI: https://doi.org/10.3109/09593989709036469
Bartley, J. E., Boeving, E. R., Riedel, M. C., Bottenhorn, K. L., Salo, T., Eickhoff, S. B., Brewe, E., Sutherland, M. T. y Laird, A. R. (2018). Meta-analytic evidence for a core problem solving network across multiple representational domains. Neuroscience & Biobehavioral Reviews, 92, 318-337. https://doi.org/10.1016/j.neubiorev.2018.06.009 DOI: https://doi.org/10.1016/j.neubiorev.2018.06.009
Berl, M. M., Duke, E. S., Mayo, J., Rosenberger, L. R., Moore, E. N., VanMeter, J., Ratner, N. B. y Gaillard, W. D. (2010). Functional anatomy of listening and 169 Neuroscience and Reading: A Review for reading Education Researchers reading comprehension during development. Brain & Language, 114(2), 115-125. https://doi.org/10.1016/j.bandl.2010.06.002 DOI: https://doi.org/10.1016/j.bandl.2010.06.002
Boonen, A. J., de Koning, B. B., Jolles, J. y Van der Schoot, M. (2016). Word problem solving in contemporary math education: A plea for reading comprehension skills training. Frontiers in Psychology, 7, 191. DOI: https://doi.org/10.3389/fpsyg.2016.00191
Cantin, R. H., Gnaedinger, E. K., Gallaway, K. C., Hesson-McInnis, M. S. y Hund, A. M. (2016). Executive functioning predicts reading, mathematics, and theory of mind during the elementary years. Journal of Experimental Child Psychology, 146, 66-78. https://doi.org/10.1016/j.jecp.2016.01.014 DOI: https://doi.org/10.1016/j.jecp.2016.01.014
Cartwright, K. B., Taboada Barber, A. y Archer, C. J. (2022). What’s the Difference? Contributions of Lexical Ambiguity, Reading Comprehension, and Executive Functions to Math Word Problem Solving in Linguistically Diverse 3rd to 5th Graders. Scientific Studies of Reading, 26(6), 565-584. https://doi.org/10.1080/10888438.2022.2084399 DOI: https://doi.org/10.1080/10888438.2022.2084399
Clements, D. H., Sarama, J. y Germeroth, C. (2016). Learning executive function and early mathematics: Directions of causal relations. Early Childhood Research Quarterly, 36, 79-90. https://doi.org/10.1016/j.ecresq.2015.12.009 DOI: https://doi.org/10.1016/j.ecresq.2015.12.009
Daneman, M. y Merikle, P. M. (1996). Working memory and comprehension: A meta-analysis. Psychonomic Bulletin and Review, 3, 422-433. https://doi.org/10.3758/BF03214546 DOI: https://doi.org/10.3758/BF03214546
Danker, J. F. y Anderson, J. R. (2007). The roles of prefrontal and posterior parietal cortex in algebra problem solving: A case of using cognitive modeling to inform neuroimaging data. Neuroimage, 35, 1365-1377. https://doi.org/10.1016/j.neuroimage.2007.01.032 DOI: https://doi.org/10.1016/j.neuroimage.2007.01.032
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750 DOI: https://doi.org/10.1146/annurev-psych-113011-143750
Díaz, A., Martín, R., Jiménez, J. E., García, E., Hernández, S., y Rodríguez, C. (2012). Torre de Hanoi: datos normativos y desarrollo evolutivo de la planificación. European Journal of Education and Psychology, 5(1), 79-91. https://doi.org/10.30552/ejep.v5i1.81 DOI: https://doi.org/10.30552/ejep.v5i1.81
Faber, A., Matiulko, I., y Arsalidou, M. (2020). FMRI Correlates of Mental Attentional Capacity in Children: Data from Moscow Schools. EasyChair Preprint, 4451.
Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., Capizzi, A. M. y Fletcher, J. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of Educational Psychology, 98, 29-43. https://doi.org/10.1037/0022-0663.98.1.29 DOI: https://doi.org/10.1037/0022-0663.98.1.29
García-Molina, A., Tirapu-Ustárroz, J., Luna-Lario, P., Ibáñez, J. y Duque, P. (2010). ¿Son lo mismo inteligencia y funciones ejecutivas? Revista de Neurología, 50(12), 738-746. DOI: https://doi.org/10.33588/rn.5012.2009713
Goswami, U. (2006). Neuroscience and education: from research to practice? Nature Reviews. Neuroscience, 5(7), 406-411. https://doi.org/10.1038/nrn1907 DOI: https://doi.org/10.1038/nrn1907
Halmos, P. R. (1980). The Heart of Mathematics. The American Mathematical Monthly, 87(7), 519-524. https://doi.org/10.1080/00029890.1980.11995081 DOI: https://doi.org/10.1080/00029890.1980.11995081
Hruby, G. G. y Goswami, U. (2011). Neuroscience and reading: A review for reading education researchers. Reading Research Quarterly, 46(2), 156-172. https://doi.org/10.1598/RRQ.46.2.4 DOI: https://doi.org/10.1598/RRQ.46.2.4
Ibáñez, A., García, P. y Arévalo, J. (mayo de 2018). Un diseño experimental para la mejora de la comprensión lectora y del pensamiento matemático con criterios neuroeducativos [Conferencia]. I Congreso Internacional de Neuroeducación-Dialogando y compartiendo miradas para mejorar la educación, Barcelona, España.
Iglesias-Sarmiento, V., Carriedo-López, N. y Rodríguez Rodríguez, J. L. (2015). Updating, executive function and performance in reading comprehension and problem solving. Anales de Psicología, 31, 298-309. https://doi.org/10.6018/analesps.31.1.158111 DOI: https://doi.org/10.6018/analesps.31.1.158111
Juliyanto, E., Marwoto, P., Iswari, R. S., Wiyanto, Nugroho, S. E., y Mindyarto, B. N. (2021). Brain activity of problem solving proccess: A systematic literarure review. Journal of Physics: Conference Series, 1918(5), 052068. https://doi.org/10.1088/1742-6596/1918/5/052068 DOI: https://doi.org/10.1088/1742-6596/1918/5/052068
Kilpatrick, J., Swafford, J. y Findell, B. (2001). The strands of mathematical proficiency. En J. Kilpatrick, J. Swafford y B. Findell (Eds.), Adding It Up: Helping Children Learn Mathematics (pp. 115-118). Washington: National Academy Press.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press.
Lee, K., Ng, E. L. y Ng, S. F. (2009). The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems. Journal of Educational Psychology, 101, 373-387. https://doi.org/10.1037/a0013843 DOI: https://doi.org/10.1037/a0013843
Lee, K., Ng, S.F., Ng, E.L., y Lim, Z.Y. (2004). Working memory and literacy as predictors of performance on algebraic word problems. Journal of Experimental Child Psychology, 89, 140-158. https://doi.org/10.1016/j.jecp.2004.07.001 DOI: https://doi.org/10.1016/j.jecp.2004.07.001
Lezak, M. D. (1995). Neuropsychological assessment. Oxford.
Mamedova, S., Stephens, M., Liao, Y., Sennett, J. y Sirma, P. (2021). 2012–2016 Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS): How reading and mathematics performance at age 15 relate to literacy and numeracy skills and education, workforce, and life outcomes at age 19 ow Reading and Mathematics Performance at Age 15 Relate to Literacy and Numeracy Skills and Education, Workforce, and Life Outcomes at Age 19. National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021029
Marzocchi, G. M., Lucangeli, D., De Meo, T., Fini, F. y Cornoldi, C. (2002). The disturbing effect of irrelevant information on arithmetic problem solving in inattentive children. Developmental Neuropsychology, 21(1), 73-92. https://doi.org/10.1207/S15326942DN2101_4 DOI: https://doi.org/10.1207/S15326942DN2101_4
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A. y Wagner, T. D. (2000). The unity and diversity of executive functions and their contributions to complex ‘‘frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49-100. https://doi.org/10.1006/cogp.1999.0734. DOI: https://doi.org/10.1006/cogp.1999.0734
National Council of Teachers of Mathematics (NCTM) (2000). Principles and standards for school mathematics. Autor.
Ortiz, A. (2015). Neuroeducación. ¿Cómo aprende el cerebro humano y cómo deberían enseñar los docentes? Ediciones de la U.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S. y Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372:n71. https://doi.org/10.1186/s13643-021-01626-4 DOI: https://doi.org/10.31222/osf.io/v7gm2
Passolunghi, M. C. y Siegel, L. S. (2001). Short-term memory, working memory, and inhibitory control in children with difficulties in arithmetic problem solving. Journal of Experimental Child Psychology, 80, 44-57. https://doi.org/10.1006/jecp.2000.2626 DOI: https://doi.org/10.1006/jecp.2000.2626
Passolunghi, M. C., De Blas, G. D., Carretti, B., Gomez-Veiga, I., Doz, E., y Garcia-Madruga, J. A. (2022). The role of working memory updating, inhibition, fluid intelligence, and reading comprehension in explaining differences between consistent and inconsistent arithmetic word-problem-solving performance. Journal of Experimental Child Psychology, 224, 105512. https://doi.org/10.1016/j.jecp.2022.105512 DOI: https://doi.org/10.1016/j.jecp.2022.105512
Passolunghi, M. C., Marzocchi, G. M. y Fiorillo, F. (2005). Selective effect of Inhibition of literal or numerical irrelevant information in children with attention deficit hyperactivity disorder (ADHD) or arithmetic learning disorder (ALD). Developmental Neuropsychology, 28(3), 731-753. https://doi.org/10.1207/s15326942dn2803_1 DOI: https://doi.org/10.1207/s15326942dn2803_1
Polya, G. (1945). How to Solve It. Princeton University Press. DOI: https://doi.org/10.1515/9781400828678
Santiuste, V., Martín-Lobo, M. P. y Ayala, C. (2005). Bases neuropsicológicas del fracaso escolar. Fugaz.
Soprano, A. M. (2009). Como evaluar la atención y las funciones ejecutivas en los niños y adolescentes. Paidós.
Thomas, M. S. C., Ansari, D. y Knowland, V. C. P. (2019). Annual Research Review: Educational neuroscience: progress and prospects. Journal of Child Psychology and Psychiatry and Allied Disciplines, 60(4), 477-492. https://doi.org/10.1111/jcpp.12973 DOI: https://doi.org/10.1111/jcpp.12973
Tirapu-Ustarroz, J. y Luna-Lario, P. (2008). Neuropsicología de las funciones ejecutivas. En Manual de neuropsicología (2ª ed., pp. 219-259).
Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D., Horsley, T., Weeks, L., Hempel, S. y otros. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med, 169(7), 467-473. https://doi.org/10.7326/M18-0850 DOI: https://doi.org/10.7326/M18-0850
Ventura-Campos, N., Ferrando Esteve, L., Miró-Padilla, A. y Ávila, C. (2022a). Brain-Anatomy Differences in the Commission of Reversal Errors during Algebraic Word Problem Solving. Mind, Brain, and Education, 16(4), 318-327. https://doi.org/10.1111/mbe.12333 DOI: https://doi.org/10.1111/mbe.12333
Ventura-Campos, N., Ferrando-Esteve, L. y Epifanio, I. (2022b). The underlying neural bases of the reversal error while solving algebraic word problems. Scientific Reports, 12(1), 1-14. https://doi.org/10.1038/s41598-022-25442-5 DOI: https://doi.org/10.1038/s41598-022-25442-5
Ventura-Campos, N., Ventura, M., y Lorenzo, G. (2018). Neuroeducation in the classroom: using multimodal neuroimaging to predict mathematical learning. Opción, 87, 801-834.
Vilenius‐Tuohimaa, P. M., Aunola, K. y Nurmi, J. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 28(4), 409-426. https://doi.org/10.1080/01443410701708228 DOI: https://doi.org/10.1080/01443410701708228
Wu, S. S., Chen, L., Battista, C., Watts, A. K. S., Willcutt, E. G. y Menon, V. (2017). Distinct influences of affective and cognitive factors on children’s non-verbal and verbal mathematical abilities. Cognition, 166, 118-129. https://doi.org/10.1016/j.cognition.2017.05.016 DOI: https://doi.org/10.1016/j.cognition.2017.05.016
Zhang, J., Cheung, S. K., Wu, C. y Meng, Y. (2018). Cognitive and affective correlates of Chinese children’s mathematical word problem solving. Frontiers in Psychology, 9, 1-10. https://doi.org/10.3389/fpsyg.2018.02357 DOI: https://doi.org/10.3389/fpsyg.2018.02357
Downloads
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2025 Aida Moreno Rus, Noelia Ventura-Campos, Mercedes Ventura
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
