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Repositorio de documentación teórica y técnica relevante para el proyecto

Documentación técnica

PreRegistro de estudios planeados

  • Se están planificando 7 estudios a partir del proyecto

Premios recibidos

Referencias bibliográficas básicas

  • Anderson, D. R., Subrahmanyam, K., & on behalf of the Cognitive Impacts of Digital Media Workgroup. (2017). Digital Screen Media and Cognitive Development. Pediatrics, 140(Supplement_2), S57-S61. https://doi.org/10.1542/peds.2016-1758C
  • Ansari, D. (2008). Effects of development and enculturation on number representation in the brain. Nature Reviews Neuroscience, 9(4), 278-291. https://doi.org/10.1038/nrn2334
  • Coyne, S. M., Radesky, J., Collier, K. M., Gentile, D. A., Linder, J. R., Nathanson, A. I., Rasmussen, E. E., Reich, S. M., & Rogers, J. (2017). Parenting and Digital Media. Pediatrics, 140 (Supplement_2), S112-S116. https://doi.org/10.1542/peds.2016-1758N
  • Dehaene, S. (2011). The Number Sense: How the Mind Creates Mathematics, Revised and Updated Edition. Oxford University Press.
  • Dörner, R., Göbel, S., Effelsberg, W., & Wiemeyer, J. (2016). Serious Games. Foundations, Concepts and Practice. Springer. https://link.springer.com/book/10.1007/978-3-319-40612-1
  • Carey, S. (2009). The Origin of Concepts. Oxford University Press.
  • Carey, S., & Barner, D. (2019). Ontogenetic Origins of Human Integer Representations. Trends in Cognitive Sciences, 23(10), 823-835. https://doi.org/10.1016/j.tics.2019.07.004
  • Geary, D. C. (1995). Reflections of Evolution and Culture in Childrens Cognition. Implications for Mathematical Development and Instruction. American Psychologist, 50(1), 24-37.
  • Hinostroza, J. E., Labbé, C., & Matamala, C. (2013). The use of computers in preschools in Chile: Lessons for practitioners and policy designers. Computers & Education, 68, 96-104. https://doi.org/10.1016/j.compedu.2013.04.025
  • Livingstone, S., Lemish, D., Lim, S. S., Bulger, M., Cabello, P., Claro, M., Cabello-Hutt, T., Khalil, J., Kumpulainen, K., Nayar, U. S., Nayar, P., Park, J., Tan, M. M., Prinsloo, J., & Wei, B. (2017). Global Perspectives on Children’s Digital Opportunities: An Emerging Research and Policy Agenda. Pediatrics, 140(Supplement_2), S137-S141. https://doi.org/10.1542/peds.2016-1758S
  • Merkley, R., & Ansari, D. (2016). Why numerical symbols count in the development of mathematical skills: Evidence from brain and behavior. Current Opinion in Behavioral Sciences, 10, 14-20. https://doi.org/10.1016/j.cobeha.2016.04.006
  • MINEDUC. (2018). Bases Curriculares de Educación Parvularia. Ministerio de Educación. [Descarga aquí]
  • Peake, C., Alarcón, V., Herrera, V., & Morales, K. (2021). Desarrollo de la habilidad numérica inicial: Aportes desde la psicología cognitiva a la educación matemática inicial. Revista Latinoamericana de Investigación en Matemática Educativa (RELIME), 24(3), 299-326. https://doi.org/10.12802/relime.21.2433
  • Susperreguy, M. I., Douglas, H., Xu, C., Molina-Rojas, N., & LeFevre, J.-A. (2020). Expanding the Home Numeracy Model to Chilean children: Relations among parental expectations, attitudes, activities, and children’s mathematical outcomes. Early Childhood Research Quarterly, 50(3), 16-28. https://doi.org/10.1016/j.ecresq.2018.06.010
  • Susperreguy, M.I., Peake, C. & Gómez, D. (2020). Research on numerical cognition in Chile: current status, links to education and challenges (Investigación en cognición numérica en Chile: estado actual, vínculos con la educación y desafíos). Studies in Psychology, 41(2), 404-438. DOI: 10.1080/02109395.2020.1748842
  • Torbeyns, J., Lehtinen, E., & Elen, J. (Eds.). (2015). Describing and Studying Domain-Specific Serious Games (1st ed. 2015). Springer International Publishing : Imprint: Springer. https://doi.org/10.1007/978-3-319-20276-1
  • Xu, C., & LeFevre, J. (2020). Children’s Knowledge of Symbolic Number in Grades 1 and 2: Integration of Associations. Child Development, cdev.13473. https://doi.org/10.1111/cdev.13473
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