Desempenho executivo e dificuldades de aprendizagem em matemática

associações com aspectos sociodemográficos

Autores

DOI:

https://doi.org/10.15448/1980-8623.2024.1.40944

Palavras-chave:

Funções Executivas, desempenho matemático, disfunções, fatores sociodemográficos

Resumo

Considerando a associação entre Funções Executivas (FE) e desempenho em matemática, objetivou-se analisar a baixa performance executiva – que impacta o funcionamento pessoal, social e educacional do indivíduo –, e suas associações com esse desempenho e aspectos sociodemográficos ainda não explorados em escolares de 8 a 12 anos. Foram avaliados 110 participantes de ambos os sexos a partir dos instrumentos MEEM, Coruja-PROMAT, NEUPSILIN, FDT e Questionário Sociodemográfico. As análises de correlação e regressão empreendidas indicaram que o baixo desempenho executivo exerce influência sobre o desempenho em matemática, especialmente considerando a memória de trabalho e a flexibilidade cognitiva. As variáveis sexo, renda familiar e idade dos pais não apresentaram relação com baixa FE. Em contraponto, os aspectos sociodemográficos turno escolar e escolaridade dos pais se demonstraram fortemente relacionados à baixa performance executiva, especialmente nos estudantes de escola pública, revelando a importância da atenção a esses fatores.

Downloads

Não há dados estatísticos.

Biografia do Autor

Alanny Nunes de Santana, Universidade Federal de Pernambuco

Doutora em Psicologia Cognitiva pela Universidade Federal de Pernambuco (UFPE), em Recife, PE, Brasil. Psicóloga clínica com ênfase Cognitivo-Comportamental. Pesquisadora do Laboratório de Neuropsicologia Cognitiva e Inovação Tecnológica - Cognitive Lab (UFCG) e do Núcleo de Pesquisa em Epistemologia Experimental e Cultural- NEC (UFPE).

Antonio Roazzi, Universidade Federal de Pernambuco (UFPE), Recife, PE, Brasil.

Doutor em Psicologia do Desenvolvimento Cognitivo pela Universidade de Oxford, em Oxford, Reino Unido e Psicologia Aplicada pela Universitá degli Studi di Roma “La Sapienza”, em Roma, Itália, com pós-doutorado em Psicologia na University of London, University of Oxford, Istituto di Scienze e Tecnologie della Cognizione, ISTC e Universitá degli Studi di Roma “La Sapienza”. Professor Titular do Departamento de Psicologia da Universidade Federal de Pernambuco (UFPE), em Recife, PE, Brasil. Pesquisador Nível 1A do CNPq. Coordenador do do Núcleo de Pesquisa em Epistemologia Experimental e Cultural- NEC (UFPE).

Monilly Ramos Araujo Melo , Universidade Federal de Campina Grande (UFCG), Campina Grande, PB, Brasil.

 

Doutora em Psicologia Cognitiva pela Universidade Federal de Pernambuco (UFPE), em Recife, PE, Brasil. Professora do Curso de Psicologia da Universidade Federal de Campina Grande (UFCG), em Campina Grande, PB, Brasil. Pesquisadora e coordenadora do Laboratório de Neuropsicologia Cognitiva e Inovação Tecnológica - Cognitive Lab (UFCG/CNPq), pesquisadora do Grupo de Estudos e Pesquisas em Psicologia Cognitiva e Cultura (Psicologia Cognitiva/UFPE/ CNPq ) e do Grupo de Pesquisa em Educação e Psicometria (UFPB/ CNPq).

Referências

American Psychiatric Association. (2014). Diagnostic and statistical manual of mental disorders – DSM (5. ed.). Medical Arts. DOI: https://doi.org/10.1176/appi.books.9780890425596

Andrade, M. J., Carvalho, M. C., Alves, R. J. R., & Ciasca, S. M. (2016). Performance of students in tests of attention and executive functions: a comparative study. Revista Psicopedagogia, 33(101), 123-132. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S0103-84862016000200002&lng=pt&tlng=pt

Santana, A. N., Roazzi, A., Melo, M. R. A., Mascarenhas, S. A. D. N., & De Souza, B. C. (2019, Jan-Jun). Funções executivas e Matemática: explorando as relações. Amazônica-Revista de Psicopedagogia, Psicologia escolar e Educação, 23(1), 130-151. https://periodicos.ufam.edu.br/index.php/amazonica/article/view/5158

Bellon, E., Fias, W., & Smedt, B. (2019). More than number sense: The additional role of executive functions and metacognition in arithmetic. Journal of Experimental Child Psychology, 182, 38-60. https://doi.org/10.1016/j.jecp.2019.01.012 DOI: https://doi.org/10.1016/j.jecp.2019.01.012

Bernado, E. S. (2020). Full-time education: some challenges for school management. Ibero-American Journal of Education Studies, 15(1), 79-94. https://orcid.org/0000-0003-3994-0254 DOI: https://doi.org/10.21723/riaee.v15i1.12116

Berninger, V., Abbott, R., Cook, C. R., & Nagy, W. (2017). Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. Journal of learning disabilities, 50(4), 434-449. https://doi.org/10.1177/0022219415617167 DOI: https://doi.org/10.1177/0022219415617167

Brandt, J. Z., Tejedo-Romero, F., & Araujo, J. F. F. E. (2020). Influencing factors of academic performance in undergraduate public administration. Education and Research, 46, 1-20. http://dx.doi.org/10.1590/s1678-4634202046202500 DOI: https://doi.org/10.1590/s1678-4634202046202500

Carraher, T. N., Carraher, D., & Schliemann, A. (1982). In life ten in school zero: the cultural contexts of learning mathematics. Cadernos de Pesquisa, 42, 79-86.

Cavaliere, A. M. (2007). School time and quality in public education. Educ. Soc., 28(100), 1015-1035. http://dx.doi.org/10.1590/S0101-73302007000300018 DOI: https://doi.org/10.1590/S0101-73302007000300018

Chamandar, F., Jabbari, S., Poorghorban, M., Sarvestani, M. S., & Amini, S. (2019). Mathematics Performance of the Students in Primary School: Comparison of Working Memory Capacity and Inhibition. Journal of Education and Learning, 8(3), 242-250. https://doi.org/10.5539/jel.v8n3p242 DOI: https://doi.org/10.5539/jel.v8n3p242

Choi, J. Y., Jeon, S., & Lippard, C. (2018). Dual language learning, inhibitory control, and math achievement in Head Start and kindergarten. Early Childhood Research Quarterly, 42(1), 66-78. https://doi.org/10.1016/j.ecresq.2017.09.001 DOI: https://doi.org/10.1016/j.ecresq.2017.09.001

Cragg, L., Keeble, S., Richardson, S., Roome, H. E., & Gilmore, C. (2017). Direct and indirect influences of executive functions on mathematics achievement. Cognition, 162, 12-26. https://doi.org/10.1016/j.cognition.2017.01.014 DOI: https://doi.org/10.1016/j.cognition.2017.01.014

Desoete, A., & Weerdt, F. D. (2013). Can executive functions help to understand children with mathematical learning disorders and to improve instruction? Learning Disabilities, 11(2), 27-39. https://doi.org/10.1177/0022219410387302 DOI: https://doi.org/10.1177/0022219410387302

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

Ferreira, L. O, Zanini, D. S., & Seabra, A. G. (2015). Executive functions: influence of sex, age and its relationship with intelligence. Paidéia, 25(62), 383-391. http://dx.doi.org/10.1590/1982-43272562201512 DOI: https://doi.org/10.1590/1982-43272562201512

Follmer, D. J. (2018). Executive function and reading comprehension: A meta-analytic review. Educational Psychologist, 53(1), 42-60. https://doi.org/10.1080/00461520.2017.1309295 DOI: https://doi.org/10.1080/00461520.2017.1309295

Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: a review using an integrative framework. Psychological Bulletin, 134, 31-60. http://dx.doi.org/10.1037/0033-2909.134.1.31 DOI: https://doi.org/10.1037/0033-2909.134.1.31

Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R. (2006). Executive functions and frontal lobes. In M. S. Gazzaniga, R. B. Ivry, & G. R. Mangun (Orgs.), Cognitive neuroscience: The biology of the mind (pp. 517-553). Artmed.

Grant, J. G., Siegel, L. S., & D'Angiulli, A. (2020). From schools to scans: A neuroeducational approach to comorbid math and reading disabilities. Frontiers in Public Health, 8. https://doi.org/10.3389/fpubh.2020.00469 DOI: https://doi.org/10.3389/fpubh.2020.00469

Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37. https://doi.org/10.1037/amp0000452 DOI: https://doi.org/10.1037/amp0000452

Guerreiro-Casanova, C., Dantas, A. & Azzi, G. (2011). Self-efficacy of high school students and parents' education level. Interdisciplinary Studies in Psychology, 2(1), 36-55. DOI: https://doi.org/10.5433/2236-6407.2011v2n1p36

Hazin, I., Lautert, S. L., Garcia, D., & Gomes, E. (2009). Neuropsychological approach to school mathematical learning in children with special educational needs. Cadernos de Psicopedagogia, 7(13), 1-25. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1676-10492009000100001&lng=pt&tlng=pt

Hoyles, C. (2002). From describing to designing mathematical activity: The next step in developing a social approach to research in mathematics education? In C. Kieran, E. Forman, & A. Sfard (Org.), Learning Discourse (pp. 273-286). Springer. DOI: https://doi.org/10.1007/0-306-48085-9_8

Jain, M., & Passi, G. R. (2005). Assessment of a modified Mini-Mental Scale for cognitive functions in children. Indian Pediatr., 42, 907-1001.

Justicia-Galiano, M. J., Martín‐Puga, M. E., Linares, R., & Pelegrina, S. (2017). Math anxiety and math performance in children: The mediating roles of working memory and math self ‐ concept. British Journal of Educational Psychology, 87(4), 573-589. https://doi.org/10.1111/bjep.12165 DOI: https://doi.org/10.1111/bjep.12165

León, C. B. R., Rodrigues, C. C., Seabra, A. G. & Dias, N. M. (2013). Executive functions and school performance in children from 6 to 9 years old. Revista Psicopedagogia, 30(92), 113-120.

Li, Y., & Geary, D. C. (2017). Children's visuospatial memory predicts mathematics achievement through early adolescence. PloS one, 12(2), e0172046. https://doi.org/10.1371/journal.pone.0172046 DOI: https://doi.org/10.1371/journal.pone.0172046

Mahmud, M. S., Zainal, M. S., Rosli, R., & Maat, S. M. (2020). Dyscalculia: What We Must Know about Students' Learning Disability in Mathematics? Universal Journal of Educational Research, 8(12), 8214-8222. https://doi.org/10.13189/ujer.2020.082625 DOI: https://doi.org/10.13189/ujer.2020.082625

Martins, R. P. M. P., Nunes, S. A. N., Faraco, A. M. X., Manfroi, E. C., Vieira, M. L., & Rubin, K. H. (2017). Parenting practices: associations with school performance and social skills. Psychology Argument, 32(78), 89-100. http://dx.doi.org/10.7213/psicol.argum.32.078.AO04 DOI: https://doi.org/10.7213/psicol.argum.32.078.AO04

Miklós M., Futó J., Komáromy D., & Balázs J. (2019). Executive Function and Attention Performance in Children with ADHD: Effects of Medication and Comparison with Typically Developing Children. Int J Environ Res Public Health, 16(20), 3822. https://doi.org/10.3390/ijerph16203822 DOI: https://doi.org/10.3390/ijerph16203822

Miller, E. K., Lundqvist, M., & Bastos, A. M. (2018). Working Memory 2.0. Neuron, 100(2), 463-475. https://doi.org/10.1016/j.neuron.2018.09.023 DOI: https://doi.org/10.1016/j.neuron.2018.09.023

Oliveira, A. P. A., & Nascimento, E. (2014). Construction of a scale to assess cognitive planning. Psychology: Reflection and Criticism, 27(2), 209-218. https://doi.org/10.1590/1678-7153.201427201 DOI: https://doi.org/10.1590/1678-7153.201427201

Oliveira, M. F., Negreiros, J. G. M., & Neves, A. C. (2015). Conditions for learning mathematics: a systemic review of the literature. Educ. Research, 41(4), 1023-1037. http://dx.doi.org/10.1590/s1517-97022015051533 DOI: https://doi.org/10.1590/s1517-97022015051533

Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112-125. https://doi.org/10.1016/j.ecresq.2018.04.001 DOI: https://doi.org/10.1016/j.ecresq.2018.04.001

Peng, P., Wang, C., & Namkung, J. (2018). Understanding the cognition related to mathematics difficulties: A meta-analysis on the cognitive deficit profiles and the bottleneck theory. Review of Educational Research, 88(3), 434-476. https://doi.org/10.3102/0034654317753350 DOI: https://doi.org/10.3102/0034654317753350

Purpura, D. J., Schmitt, S. A., & Ganley, C. M. (2017). Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology, 153, 15-34. https://doi.org/10.1016/j.jecp.2016.08.010 DOI: https://doi.org/10.1016/j.jecp.2016.08.010

Salles, J. F., Fonseca, R. P., Parente, M. A. M. P., Cruz-Rodrigues, C., Mello, C. B., Barbosa, T., & Miranda, M. C. (2016). NEUPSILIN-INF Child Neuropsychological Assessment Instrument. Vector. 205 p.

Santiago, L. A., & Santiago, T. A. (2016). Education: full time. Faesa Scientific Journal, 12(1), 38-42. https://doi.org/10.5008/1809.7367.099 DOI: https://doi.org/10.5008/1809.7367.099

Sedó, M., Paula, J. J., & Malloy-Diniz. (2015). Five-digit test (FDT). HOGREFE.

Silva, A. C. L., Mota, R. O., Lima, J. C. F., Queiroz, F. C. B. P., & Noronha, S. L. (2017). The influence of parents' schooling and family income on the performance of ENEM candidates [Conference presentation]. XXXVII National meeting of production engineering, Joinvile, SC, Brasil.

Silva, J. A. (2017). Impossibilities and resistance tactics for mathematics curricula in the early years. Educ. Kill. Research, 19(3), 84-104. https://doi.org/10.23925/10.23925/1983-3156.2017v19i3p84-104 DOI: https://doi.org/10.23925/10.23925/1983-3156.2017v19i3p84-104

Silva, J. F. B., & Coutinho, D. J. G. (2019). Mathematical literacy of children with dyscalculia. Brazilian Journal of Development, 5(12), 29714-29730. https://doi.org/10.34117/bjdv5n12-117 DOI: https://doi.org/10.34117/bjdv5n12-117

Simmons, F. R., WIllis, C., & Adams, A. M. (2012). Different components of working memory have different relationships with different mathematical skills. Journal of Experimental Child Psychology, 111(2), 139–155. https://doi.org/10.1016/j.jecp.2011.08.011 DOI: https://doi.org/10.1016/j.jecp.2011.08.011

Spencer, M., Wagner, R. K., & Petscher, Y. (2019). The reading compr-hension and vocabulary knowledge of children with poor reading com-prehension despite adequate decoding: Evidence from a regression-based matching approach. Journal of Educational Psychology, 111, 1-14. http: //dx.doi.org/10.1037/edu0000274 DOI: https://doi.org/10.1037/edu0000274

Van Mier, H. I., Schleepen, T. M., & Van den Berg, F. C. (2019). Gender differences regarding the impact of math anxiety on arithmetic performance in second and fourth graders. Frontiers in psychology, 9, 1-13. https://doi.org/10.3389/fpsyg.2018.02690 DOI: https://doi.org/10.3389/fpsyg.2018.02690

Watts, T. W., Duncan, G. J., Clements, D. H., & Sarama, J. (2018). What is the long-run impact of learning mathematics during preschool? Child development, 89(2), 539-555. https://doi.org/10.1111/cdev.12713 DOI: https://doi.org/10.1111/cdev.12713

Weinstein, M. C. A. (2016). Roadmap for Mathematical Skills Survey - PROMAT. Casa do Psicólogo.

Willcutt E. G., Pennington, B. F., Duncan, L., Smith, S. D, Keenan, J. M., Wadsworth, S., DeFries, J., Olson, R. K. (2010). Understanding the complex etiologies of developmental disorders: behavioral and molecular genetic approaches. Journal of Developmental and Behavioral Pediatrics, 31, 533–544. https://doi.org/10.1097/DBP.0b013e3181ef42a1 DOI: https://doi.org/10.1097/DBP.0b013e3181ef42a1

Willoughby, M. T., Wylie, A. C., & Little, M. H. (2019). Testing longitudinal associations between executive function and academic achievement. Developmental psychology, 55(4), 767-779. https://doi.org/10.1037 / dev0000664 DOI: https://doi.org/10.1037/dev0000664

Downloads

Publicado

2024-09-10

Como Citar

Nunes de Santana, A., Roazzi, A., & Ramos Araujo Melo , M. (2024). Desempenho executivo e dificuldades de aprendizagem em matemática: associações com aspectos sociodemográficos. Psico, 55(1), e40944. https://doi.org/10.15448/1980-8623.2024.1.40944

Edição

v. 55 n. 1 (2024): Volume único - Fluxo contínuo

Seção

Artigos

Licença

Copyright (c) 2024 Psico

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.

Direitos Autorais

A submissão de originais para a Psico implica na transferência, pelos autores, dos direitos de publicação. Os direitos autorais para os artigos publicados nesta revista são do autor, com direitos da revista sobre a primeira publicação. Os autores somente poderão utilizar os mesmos resultados em outras publicações indicando claramente a Psico como o meio da publicação original.

Licença Creative Commons

Exceto onde especificado diferentemente, aplicam-se à matéria publicada neste periódico os termos de uma licença Creative Commons Atribuição 4.0 Internacional, que permite o uso irrestrito, a distribuição e a reprodução em qualquer meio desde que a publicação original seja corretamente citada.