Neuroeducación en la resolución de problemas verbales, funciones ejecutivas y comprensión lectora: revisión sistemática exploratoria

Autores

DOI:

https://doi.org/10.31637/epsir-2025-1376

Palavras-chave:

Neuroeducación, Resolución Problemas Verbales, Competencia matemática, Comprensión lectora, Funciones ejecutivas, Áreas cerebrales, revisión sistemática exploratoria

Resumo

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.

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Biografias Autor

Aida Moreno Rus, Universitat Jaume I

Estudiante en el programa de Doctorado en psicología de la Universitat Jaume I. Graduada en Psicología por la Universidad de Valencia y Máster en neuropsicología por la Universitat Oberta de Catalunya. Su tesis se centra en la neuroplasticidad del cerebro tras el aprendizaje en resolución de problemas matemáticos de tipo verbal, a través del estudio del cerebro con técnicas de neuroimagen.

Noelia Ventura-Campos, Universitat Jaume I

Profesora Titular de Universidad en el área de Didáctica de la Matemática, especializada en Neuroeducación matemática. Su línea de investigación se centra en mejorar la enseñanza de las matemáticas mediante enfoques neuroeducativos y didácticos innovadores, a través del estudio del cerebro con técnicas de neuroimagen durante el aprendizaje matemático.

Mercedes Ventura Campos, Universitat Jaume I

Profesora ayudante doctor. Especialista en educación positiva y neurodidáctica. Su investigación se centra en mejorar el bienestar en entidades educativas (docentes y alumnado) a través de las estrategias de la neurodidáctica y un enfoque de la psicología positiva.

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2025-01-28

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Moreno Rus, A., Ventura-Campos, N., & Ventura Campos, M. (2025). Neuroeducación en la resolución de problemas verbales, funciones ejecutivas y comprensión lectora: revisión sistemática exploratoria. European Public & Social Innovation Review, 10, 1–22. https://doi.org/10.31637/epsir-2025-1376

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Vol. 10 (2025)

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Direitos de Autor (c) 2025 Aida Moreno Rus, Noelia Ventura-Campos, Mercedes Ventura

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