La importancia de los símbolos numéricos para el desarrollo de las competencias matemáticas

Mucho se ha descrito sobre el aprendizaje en general, y más aún en campos tan complejos como las matemáticas. Sin embargo, la pregunta permanece: ¿Cómo desarrollan los niños pequeños las habilidades numéricas y matemáticas?

Autores:: Ansari, Daniel

Tipo de recurso:: Article of investigation

Fecha de publicación:: 2025

Institución:: Universidad Autónoma de Bucaramanga - UNAB

Repositorio:: Repositorio UNAB

Idioma:: spa

id	UNAB2_39d14fd2af5f7fe48702e28db1e631fa
oai_identifier_str	oai:repository.unab.edu.co:20.500.12749/31618
network_acronym_str	UNAB2
network_name_str	Repositorio UNAB
repository_id_str
dc.title.spa.fl_str_mv	La importancia de los símbolos numéricos para el desarrollo de las competencias matemáticas
dc.title.translated.eng.fl_str_mv	The importance of numerical symbols for the development of mathematical skills
dc.title.translated.por.fl_str_mv	A importância dos símbolos numéricos para o desenvolvimento de habilidades matemáticas
title	La importancia de los símbolos numéricos para el desarrollo de las competencias matemáticas
spellingShingle	La importancia de los símbolos numéricos para el desarrollo de las competencias matemáticas Ciencias médicas Ciencias de la vida Ciencias de la salud Matemática Aprendizaje Desarrollo Humano Niño Investigación Medical sciences Life sciences Health sciences Mathematics Learning Human Development Child Research Ciências médicas Ciências da vida Ciências da saúde Matemática Aprendizagem Desenvolvimento Humano Criança Pesquisa Ciencias médicas Ciencias de la vida Ciencias de la salud
title_short	La importancia de los símbolos numéricos para el desarrollo de las competencias matemáticas
title_full	La importancia de los símbolos numéricos para el desarrollo de las competencias matemáticas
title_fullStr	La importancia de los símbolos numéricos para el desarrollo de las competencias matemáticas
title_full_unstemmed	La importancia de los símbolos numéricos para el desarrollo de las competencias matemáticas
title_sort	La importancia de los símbolos numéricos para el desarrollo de las competencias matemáticas
dc.creator.fl_str_mv	Ansari, Daniel
dc.contributor.author.none.fl_str_mv	Ansari, Daniel
dc.contributor.orcid.spa.fl_str_mv	Ansari, Daniel [0000-0002-7625-618X]
dc.subject.spa.fl_str_mv	Ciencias médicas Ciencias de la vida Ciencias de la salud Matemática Aprendizaje Desarrollo Humano Niño Investigación
topic	Ciencias médicas Ciencias de la vida Ciencias de la salud Matemática Aprendizaje Desarrollo Humano Niño Investigación Medical sciences Life sciences Health sciences Mathematics Learning Human Development Child Research Ciências médicas Ciências da vida Ciências da saúde Matemática Aprendizagem Desenvolvimento Humano Criança Pesquisa Ciencias médicas Ciencias de la vida Ciencias de la salud
dc.subject.keywords.eng.fl_str_mv	Medical sciences Life sciences Health sciences Mathematics Learning Human Development Child Research
dc.subject.keywords.por.fl_str_mv	Ciências médicas Ciências da vida Ciências da saúde Matemática Aprendizagem Desenvolvimento Humano Criança Pesquisa
dc.subject.lemb.spa.fl_str_mv	Ciencias médicas Ciencias de la vida
dc.subject.proposal.spa.fl_str_mv	Ciencias de la salud
description	Mucho se ha descrito sobre el aprendizaje en general, y más aún en campos tan complejos como las matemáticas. Sin embargo, la pregunta permanece: ¿Cómo desarrollan los niños pequeños las habilidades numéricas y matemáticas?
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-10-09T20:20:26Z
dc.date.available.none.fl_str_mv	2025-10-09T20:20:26Z
dc.date.issued.none.fl_str_mv	2025-03-18
dc.type.eng.fl_str_mv	Article
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_6501
dc.type.coarversion.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/article
dc.type.local.spa.fl_str_mv	Artículo
dc.type.coar.none.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.redcol.none.fl_str_mv	http://purl.org/redcol/resource_type/ART
format	http://purl.org/coar/resource_type/c_2df8fbb1
dc.identifier.issn.spa.fl_str_mv	0123-7047
dc.identifier.issn.none.fl_str_mv	2382-4603
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12749/31618
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Autónoma de Bucaramanga UNAB
dc.identifier.reponame.spa.fl_str_mv	reponame:Repositorio Institucional UNAB
dc.identifier.repourl.spa.fl_str_mv	repourl:https://repository.unab.edu.co
dc.identifier.doi.none.fl_str_mv	https://doi.org/10.29375/01237047.5393
identifier_str_mv	0123-7047 2382-4603 instname:Universidad Autónoma de Bucaramanga UNAB reponame:Repositorio Institucional UNAB repourl:https://repository.unab.edu.co
url	http://hdl.handle.net/20.500.12749/31618 https://doi.org/10.29375/01237047.5393
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.relation.spa.fl_str_mv	https://revistas.unab.edu.co/index.php/medunab/article/view/5393/4180
dc.relation.uri.spa.fl_str_mv	https://revistas.unab.edu.co/index.php/medunab/issue/view/301
dc.relation.references.none.fl_str_mv	Duncan GJ, Dowsett CJ, Claessens A, Magnuson K, Huston AC, Klebanov P, et al. School readiness and later achievement. Dev Psychol [Internet]. 2007;43(6):1428- 1446. doi: https://doi.org/10.1037/0012-1649.43.6.1428 Bradley L, Bryant PE. Difficulties in auditory organisation as a possible cause of reading backwardness. Nature [Internet]. 1978;271(5647):746-7. doi: https://doi. org/10.1038/271746a0 Hulme, C, Snowling, MJ. Learning to read: What we know and what we need to understand better. Child Dev Perspect [Internet]. 2012;7(1):1–5. doi: https://doi. org/10.1111/cdep.12005 Chu FW, vanMarle K, Geary DC. Early numerical foundations of young children’s mathematical development. J Exp Child Psychol [Internet]. 2015;132:205-12. doi: https://doi.org/10.1016/j. jecp.2015.01.006 Merkley R, Ansari D. Why numerical symbols count in the development of mathematical skills: Evidence from brain and behavior. Curr Res Behav Sci [Internet]. 2016;10:14– 20. http://doi.org/10.1016/j.cobeha.2016.04.006 Purpura DJ, Baroody AJ, Lonigan CJ. The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge. Journal of Educational Psychology [Internet]. 2013;105(2):453–464. http://doi. org/10.1037/a0031753 Wynn K. Children’s understanding of counting. Cognition [Internet]. 1990;36(2):155-93. doi: https://doi. org/10.1016/0010-0277(90)90003-3 Mazzocco MM, Feigenson L, Halberda J. Preschoolers’ precision of the approximate number system predicts later school mathematics performance. PLoS One [Internet]. 2011;6(9):e23749. doi: https://doi.org/10.1371/journal. pone.0023749 Holloway ID, Ansari D. Mapping numerical magnitudes onto symbols: the numerical distance effect and individual differences in children’s mathematics achievement. J Exp Child Psychol [Internet]. 2009;103(1):17–29. doi: http:// doi.org/10.1016/j.jecp.2008.04.001 Vanbinst K, Ghesquière P, De-Smedt B. Does numerical processing uniquely predict first graders’ future development of single-digit arithmetic? Learning and Individual Differences [Internet]. 2015;37:153-160. doi: http://doi.org/10.1016/j.lindif.2014.12.004 Lyons IM, Price GR, Vaessen A, Blomert L, Ansari D. Numerical predictors of arithmetic success in grades 1-6. Dev Sci [Internet]. 2014;17(5):714-26. doi: http://doi. org/10.1111/desc.12152 Vanbinst K, Ansari D, Ghesquière P, De Smedt B. Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading. PLoS One [Internet]. 2016;11(3):e0151045. doi: http://doi. org/10.1371/journal.pone.0151045 Nosworthy N, Bugden S, Archibald L, Evans B, Ansari D. A two-minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children’s arithmetic competence. PLoS One [Internet]. 2013;8(7):e67918. doi: http://doi.org/10.1371/journal.pone.0067918 Jordan NC, Glutting J, Ramineni C, Watkins MW. Validating a number sense screening tool for use in kindergarten and first grade: Prediction of mathematics proficiency in third grade. School Psychology Review [Internet]. 2010;39(2):181–195. doi: https://doi.org/10.10 80/02796015.2010.12087772 Butterworth, B. (2008). Developmental dyscalculia. In J. Reed & J. W. Rogers (Eds). Child neuropsychology: Concepts, theory, and practice (pp. 357-374). Oxford: Blackwell De Smedt B, Gilmore CK. Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties. J Exp Child Psychol [Internet]. 2011;108(2):278-92. doi: http://doi. org/10.1016/j.jecp.2010.09.003 Rousselle L, Noël MP. Basic numerical skills in children with mathematics learning disabilities: a comparison of symbolic vs non-symbolic number magnitude processing. Cognition [Internet]. 2007;102(3):361-95. doi: http://doi. org/10.1016/j.cognition.2006.01.005 Landerl K, Bevan A, Butterworth B. Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students. Cognition [Internet]. 2004;93(2):99- 125. doi: https://doi.org/10.1016/j.cognition.2003.11.004 Mussolin C, Mejias S, Noël MP. Symbolic and nonsymbolic number comparison in children with and without dyscalculia. Cognition [Internet]. 2010;115(1):10- 25. doi: https://doi.org/10.1016/j.cognition.2009.10.006 Bugden S, Ansari D. Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals. Cognition [Internet]. 2011;118(1):32-44. doi: http://doi.org/10.1016/j. cognition.2010.09.005 Lyons IM, Ansari D. Numerical order processing in children: From reversing the distance-effect to predicting arithmetic. Mind, Brain, and Education [Internet]. 2015;9: 207-221. doi: https://doi.org/10.1111/mbe.12094 Sella F, Tressoldi P, Lucangeli, D, Zorzi M. Training numerical skills with the adaptive videogame “The Number Race”: A randomized controlled trial on preschoolers. Trends in Neuroscience and Education [Internet]. 2016;5(1):20–29. doi: http://doi.org/10.1016/j. tine.2016.02.002 Skwarchuk SL, Sowinski C, LeFevre JA. Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: the development of a home numeracy model. J Exp Child Psychol [Internet]. 2014;121:63-84. doi: https://doi.org/10.1016/j. jecp.2013.11.006 LeFevre JA, Fast L, Skwarchuk SL, Smith-Chant BL, Bisanz J, Kamawar D, Penner-Wilger M. Pathways to mathematics: longitudinal predictors of performance. Child Dev [Internet]. 2010;81(6):1753-67. doi: https:// doi.org/10.1111/j.1467-8624.2010.01508.x Cragg L, Gilmore C. Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education [Internet]. 2014;3(2):63-68. doi: https://doi. org/10.1016/j.tine.2013.12.001 De Smedt B, Boets B. Phonological processing and arithmetic fact retrieval: evidence from developmental dyslexia. Neuropsychologia [Internet]. 2010;48(14):3973-81. doi: http://doi.org/10.1016/j. neuropsychologia.2010.10.018 Landerl K, Göbel SM, Moll K. Core deficit and individual manifestations of developmental dyscalculia (DD): The role of comorbidity. Trends in Neuroscience and Education [Internet]. 2013;2(2):38–42. doi: https:// doi.org/10.1016/j.tine.2013.06.002
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_abf2
dc.rights.uri.*.fl_str_mv	http://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.rights.local.spa.fl_str_mv	Abierto (Texto Completo)
dc.rights.creativecommons.*.fl_str_mv	Atribución-NoComercial-SinDerivadas 2.5 Colombia
rights_invalid_str_mv	http://creativecommons.org/licenses/by-nc-nd/2.5/co/ Abierto (Texto Completo) Atribución-NoComercial-SinDerivadas 2.5 Colombia http://purl.org/coar/access_right/c_abf2
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.publisher.grantor.spa.fl_str_mv	Universidad Autónoma de Bucaramanga UNAB
dc.publisher.faculty.spa.fl_str_mv	Facultad Ciencias de la Salud
dc.source.spa.fl_str_mv	Vol. 27 Núm. 3 (2024): diciembre 2024 - marzo 2025: Neurociencias; Neurociencia Cognitiva; Desarrollo Humano; 262-267
institution	Universidad Autónoma de Bucaramanga - UNAB
bitstream.url.fl_str_mv	https://repository.unab.edu.co/bitstream/20.500.12749/31618/1/Art%c3%adculo%205.pdf https://repository.unab.edu.co/bitstream/20.500.12749/31618/2/license.txt https://repository.unab.edu.co/bitstream/20.500.12749/31618/3/Art%c3%adculo%205.pdf.jpg
bitstream.checksum.fl_str_mv	a191563f1abf6790dd32e0470b170782 737346e09d47a3db691f1370de49426a 336ba72817cf6cf2d10ef51b15dd70a6
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Institucional \| Universidad Autónoma de Bucaramanga - UNAB
repository.mail.fl_str_mv	repositorio@unab.edu.co
_version_	1851051867161755648
spelling	Ansari, Daniel72e35f53-a876-48dd-a2cd-cfb72586ac23Ansari, Daniel [0000-0002-7625-618X]2025-10-09T20:20:26Z2025-10-09T20:20:26Z2025-03-180123-70472382-4603http://hdl.handle.net/20.500.12749/31618instname:Universidad Autónoma de Bucaramanga UNABreponame:Repositorio Institucional UNABrepourl:https://repository.unab.edu.cohttps://doi.org/10.29375/01237047.5393Mucho se ha descrito sobre el aprendizaje en general, y más aún en campos tan complejos como las matemáticas. Sin embargo, la pregunta permanece: ¿Cómo desarrollan los niños pequeños las habilidades numéricas y matemáticas?How do young children develop numerical and mathematical skills? In this paper, I review what we have learnt over the past few decades about the foundational skills that underpin children’s numerical and mathematical development.Muito já foi descrito sobre a aprendizagem em geral, e ainda mais em áreas tão complexas como a matemática. No entanto, a questão permanece: como as crianças pequenas desenvolvem habilidades numéricas e matemáticas?application/pdfspahttps://revistas.unab.edu.co/index.php/medunab/article/view/5393/4180https://revistas.unab.edu.co/index.php/medunab/issue/view/301Duncan GJ, Dowsett CJ, Claessens A, Magnuson K, Huston AC, Klebanov P, et al. School readiness and later achievement. Dev Psychol [Internet]. 2007;43(6):1428- 1446. doi: https://doi.org/10.1037/0012-1649.43.6.1428Bradley L, Bryant PE. Difficulties in auditory organisation as a possible cause of reading backwardness. Nature [Internet]. 1978;271(5647):746-7. doi: https://doi. org/10.1038/271746a0Hulme, C, Snowling, MJ. Learning to read: What we know and what we need to understand better. Child Dev Perspect [Internet]. 2012;7(1):1–5. doi: https://doi. org/10.1111/cdep.12005Chu FW, vanMarle K, Geary DC. Early numerical foundations of young children’s mathematical development. J Exp Child Psychol [Internet]. 2015;132:205-12. doi: https://doi.org/10.1016/j. jecp.2015.01.006Merkley R, Ansari D. Why numerical symbols count in the development of mathematical skills: Evidence from brain and behavior. Curr Res Behav Sci [Internet]. 2016;10:14– 20. http://doi.org/10.1016/j.cobeha.2016.04.006Purpura DJ, Baroody AJ, Lonigan CJ. The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge. Journal of Educational Psychology [Internet]. 2013;105(2):453–464. http://doi. org/10.1037/a0031753Wynn K. Children’s understanding of counting. Cognition [Internet]. 1990;36(2):155-93. doi: https://doi. org/10.1016/0010-0277(90)90003-3Mazzocco MM, Feigenson L, Halberda J. Preschoolers’ precision of the approximate number system predicts later school mathematics performance. PLoS One [Internet]. 2011;6(9):e23749. doi: https://doi.org/10.1371/journal. pone.0023749Holloway ID, Ansari D. Mapping numerical magnitudes onto symbols: the numerical distance effect and individual differences in children’s mathematics achievement. J Exp Child Psychol [Internet]. 2009;103(1):17–29. doi: http:// doi.org/10.1016/j.jecp.2008.04.001Vanbinst K, Ghesquière P, De-Smedt B. Does numerical processing uniquely predict first graders’ future development of single-digit arithmetic? Learning and Individual Differences [Internet]. 2015;37:153-160. doi: http://doi.org/10.1016/j.lindif.2014.12.004Lyons IM, Price GR, Vaessen A, Blomert L, Ansari D. Numerical predictors of arithmetic success in grades 1-6. Dev Sci [Internet]. 2014;17(5):714-26. doi: http://doi. org/10.1111/desc.12152Vanbinst K, Ansari D, Ghesquière P, De Smedt B. Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading. PLoS One [Internet]. 2016;11(3):e0151045. doi: http://doi. org/10.1371/journal.pone.0151045Nosworthy N, Bugden S, Archibald L, Evans B, Ansari D. A two-minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children’s arithmetic competence. PLoS One [Internet]. 2013;8(7):e67918. doi: http://doi.org/10.1371/journal.pone.0067918Jordan NC, Glutting J, Ramineni C, Watkins MW. Validating a number sense screening tool for use in kindergarten and first grade: Prediction of mathematics proficiency in third grade. School Psychology Review [Internet]. 2010;39(2):181–195. doi: https://doi.org/10.10 80/02796015.2010.12087772Butterworth, B. (2008). Developmental dyscalculia. In J. Reed & J. W. Rogers (Eds). Child neuropsychology: Concepts, theory, and practice (pp. 357-374). Oxford: BlackwellDe Smedt B, Gilmore CK. Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties. J Exp Child Psychol [Internet]. 2011;108(2):278-92. doi: http://doi. org/10.1016/j.jecp.2010.09.003Rousselle L, Noël MP. Basic numerical skills in children with mathematics learning disabilities: a comparison of symbolic vs non-symbolic number magnitude processing. Cognition [Internet]. 2007;102(3):361-95. doi: http://doi. org/10.1016/j.cognition.2006.01.005Landerl K, Bevan A, Butterworth B. Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students. Cognition [Internet]. 2004;93(2):99- 125. doi: https://doi.org/10.1016/j.cognition.2003.11.004Mussolin C, Mejias S, Noël MP. Symbolic and nonsymbolic number comparison in children with and without dyscalculia. Cognition [Internet]. 2010;115(1):10- 25. doi: https://doi.org/10.1016/j.cognition.2009.10.006Bugden S, Ansari D. Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals. Cognition [Internet]. 2011;118(1):32-44. doi: http://doi.org/10.1016/j. cognition.2010.09.005Lyons IM, Ansari D. Numerical order processing in children: From reversing the distance-effect to predicting arithmetic. Mind, Brain, and Education [Internet]. 2015;9: 207-221. doi: https://doi.org/10.1111/mbe.12094Sella F, Tressoldi P, Lucangeli, D, Zorzi M. Training numerical skills with the adaptive videogame “The Number Race”: A randomized controlled trial on preschoolers. Trends in Neuroscience and Education [Internet]. 2016;5(1):20–29. doi: http://doi.org/10.1016/j. tine.2016.02.002Skwarchuk SL, Sowinski C, LeFevre JA. Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: the development of a home numeracy model. J Exp Child Psychol [Internet]. 2014;121:63-84. doi: https://doi.org/10.1016/j. jecp.2013.11.006LeFevre JA, Fast L, Skwarchuk SL, Smith-Chant BL, Bisanz J, Kamawar D, Penner-Wilger M. Pathways to mathematics: longitudinal predictors of performance. Child Dev [Internet]. 2010;81(6):1753-67. doi: https:// doi.org/10.1111/j.1467-8624.2010.01508.xCragg L, Gilmore C. Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education [Internet]. 2014;3(2):63-68. doi: https://doi. org/10.1016/j.tine.2013.12.001De Smedt B, Boets B. Phonological processing and arithmetic fact retrieval: evidence from developmental dyslexia. Neuropsychologia [Internet]. 2010;48(14):3973-81. doi: http://doi.org/10.1016/j. neuropsychologia.2010.10.018Landerl K, Göbel SM, Moll K. Core deficit and individual manifestations of developmental dyscalculia (DD): The role of comorbidity. Trends in Neuroscience and Education [Internet]. 2013;2(2):38–42. doi: https:// doi.org/10.1016/j.tine.2013.06.002http://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)Atribución-NoComercial-SinDerivadas 2.5 Colombiahttp://purl.org/coar/access_right/c_abf2Vol. 27 Núm. 3 (2024): diciembre 2024 - marzo 2025: Neurociencias; Neurociencia Cognitiva; Desarrollo Humano; 262-267Ciencias médicasCiencias de la vidaCiencias de la saludMatemáticaAprendizajeDesarrollo HumanoNiñoInvestigaciónMedical sciencesLife sciencesHealth sciencesMathematicsLearningHuman DevelopmentChildResearchCiências médicasCiências da vidaCiências da saúdeMatemáticaAprendizagemDesenvolvimento HumanoCriançaPesquisaCiencias médicasCiencias de la vidaCiencias de la saludLa importancia de los símbolos numéricos para el desarrollo de las competencias matemáticasThe importance of numerical symbols for the development of mathematical skillsA importância dos símbolos numéricos para o desenvolvimento de habilidades matemáticasArticleinfo:eu-repo/semantics/articleArtículohttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/resource_type/c_6501http://purl.org/redcol/resource_type/ARThttp://purl.org/coar/version/c_970fb48d4fbd8a85Universidad Autónoma de Bucaramanga UNABFacultad Ciencias de la SaludORIGINALArtículo 5.pdfArtículo 5.pdfArtículoapplication/pdf796906https://repository.unab.edu.co/bitstream/20.500.12749/31618/1/Art%c3%adculo%205.pdfa191563f1abf6790dd32e0470b170782MD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-8183https://repository.unab.edu.co/bitstream/20.500.12749/31618/2/license.txt737346e09d47a3db691f1370de49426aMD52open accessTHUMBNAILArtículo 5.pdf.jpgArtículo 5.pdf.jpgIM Thumbnailimage/jpeg12159https://repository.unab.edu.co/bitstream/20.500.12749/31618/3/Art%c3%adculo%205.pdf.jpg336ba72817cf6cf2d10ef51b15dd70a6MD53open access20.500.12749/31618oai:repository.unab.edu.co:20.500.12749/316182025-10-10 22:01:42.452open accessRepositorio Institucional \| Universidad Autónoma de Bucaramanga - UNABrepositorio@unab.edu.coTGFzIHB1YmxpY2FjaW9uZXMgZGUgbGEgcmV2aXN0YSBNZWRVTkFCIGVzdMOhbiBiYWpvIHVuYSBMaWNlbmNpYSBkZSBBdHJpYnVjacOzbiBkZSBCaWVuZXMgQ29tdW5lcyBDcmVhdGl2b3MgKENyZWF0aXZlIENvbW1vbnMsIENDKSB0aXBvIDQuMCwgY29uIGRlcmVjaG9zIGRlIGF0cmlidWNpw7NuIHkgbm8gY29tZXJjaWFs

La importancia de los símbolos numéricos para el desarrollo de las competencias matemáticas

Publicaciones similares