<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-4381</journal-id>
<journal-title><![CDATA[Suma Psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Suma Psicol.]]></abbrev-journal-title>
<issn>0121-4381</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universitaria Konrad Lorenz]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-43812022000200129</article-id>
<article-id pub-id-type="doi">10.14349/sumapsi.2022.v29.n2.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Memoria de trabajo y planificación como predictores de las competencias matemáticas tempranas]]></article-title>
<article-title xml:lang="en"><![CDATA[Working memory and planning as predictors of early mathematical skills]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernal-Ruiz]]></surname>
<given-names><![CDATA[Francisca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte]]></surname>
<given-names><![CDATA[Damián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jorquera]]></surname>
<given-names><![CDATA[Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maturana]]></surname>
<given-names><![CDATA[Desanka]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes]]></surname>
<given-names><![CDATA[Catalina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santibáñez]]></surname>
<given-names><![CDATA[Enzo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Playa Ancha  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>29</volume>
<numero>2</numero>
<fpage>129</fpage>
<lpage>137</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-43812022000200129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-43812022000200129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-43812022000200129&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: La relación entre funciones ejecutivas y habilidades matemáticas ha sido ampliamente estudiada. Sin embargo, no existe consenso respecto de la contribución específica de la memoria de trabajo y la planificación en el desarrollo de competencias matemáticas tempranas. El objetivo de este estudio fue determinar la capacidad predictiva de estos dos dominios ejecutivos sobre las competencias matemáticas de preescolares.  Método: Se implementó un diseño no experimental ex post facto, con una muestra de 104 niños/as chilenos/as. La evaluación de sus funciones ejecutivas se realizó con la tarea &#8220;inversión de números&#8221; de la Batería IV Woodcock-Muñoz para evaluar la memoria de trabajo verbal, la subprueba &#8220;Torpo, el topo torpe&#8221; del Test de Evaluación Neuropsicológica Infantil (TENI) para evaluar la memoria de trabajo visoespacial y el Test de Laberintos de Porteus para evaluar la planificación. Con el fin de evaluar las habilidades matemáticas se utilizó el Test de Evaluación Matemática Temprana Utrecht (TEMT-U), versión chilena. Se realizaron análisis descriptivos, correlaciones y modelos de regresión múltiple.  Resultados: La memoria de trabajo verbal seguida por la memoria de trabajo visoespacial y la planificación fueron los mejores predictores de las competencias matemáticas de los/as niños/as.  Conclusiones: Estos resultados sugieren que estas funciones ejecutivas desempeñan un papel clave en el aprendizaje de las matemáticas y aportan información específica a las/os educadoras/es para que puedan planificar sus estrategias de enseñanza en función de las demandas cognitivas que requiere cada habilidad matemática, lo que puede ser una vía potencial para promover mejores logros de aprendizaje en esta importante disciplina.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: The relationship between executive functions and mathematical skills has been extensively studied. However, there is no consensus regarding the specific contribution of working memory and planning in the development of early mathematical skills. The aim of this study was to determine the predictive capacity of these two executive domains on preschoolers&#8217; mathematical skills.  Method: A non-experimental ex post facto design was implemented with a sample of 104 Chilean children. The evaluation of their executive functions was performed with the &#8220;number inversion&#8221; task of the Woodcock-Muñoz IV Battery to assess verbal working memory, the &#8220;Clumsy Mole the Clumsy Mole&#8221; subtest of the TENI Child Neuropsychological Evaluation Test to assess visuospatial working memory, and the Porteus Maze Test to assess planning. To assess mathematical skills, the Test de Evaluación Matemática Temprana Utretch TEMT-U, Chilean version, was used. Descriptive analyses, correlations and multiple regression models were performed.  Results: Verbal working memory followed by visuospatial working memory and planning were the best predictors of children&#8217;s mathematical skills.  Conclusions: These results suggest that these executive functions play a key role in mathematics learning and provide specific information to educators so that they can plan their teaching strategies according to the cognitive demands required by each mathematical skill, which may be a potential way to promote better learning achievements in this important discipline.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Memoria de trabajo]]></kwd>
<kwd lng="es"><![CDATA[planificación]]></kwd>
<kwd lng="es"><![CDATA[competencias matemáticas]]></kwd>
<kwd lng="es"><![CDATA[preescolares]]></kwd>
<kwd lng="es"><![CDATA[modelos de regresión]]></kwd>
<kwd lng="en"><![CDATA[Working memory]]></kwd>
<kwd lng="en"><![CDATA[planning]]></kwd>
<kwd lng="en"><![CDATA[mathematical skills]]></kwd>
<kwd lng="en"><![CDATA[preschoolers]]></kwd>
<kwd lng="en"><![CDATA[regression models]]></kwd>
</kwd-group>
</article-meta>
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<collab>World Conferences on Research Integrity</collab>
<source><![CDATA[The Singapore Statement on Research Integrity]]></source>
<year>2010</year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
