Descifrando los Secretos de la Discalculia: un Viaje A Través de las Neurociencias y las Tecnologías de la Información

Palabras clave: discalculia, aprendizaje, neurociencias, tecnologías de la información

Resumen

La discalculia es un trastorno del aprendizaje que afecta la habilidad de una persona para comprender y utilizar conceptos matemáticos. En las últimas décadas, las neurociencias y las tecnologías de la información han desempeñado un papel fundamental en el estudio y comprensión de la discalculia, permitiendo avances significativos en la identificación y tratamiento de este trastorno. Las neurociencias han proporcionado una visión profunda de cómo funciona el cerebro de las personas con discalculia. Mediante técnicas de imagen cerebral, como la resonancia magnética funcional, los investigadores pueden observar diferencias en la activación de áreas cerebrales clave durante tareas matemáticas. Esto ha revelado que las personas con discalculia pueden tener alteraciones en áreas relacionadas con el procesamiento numérico, la memoria de trabajo y la representación simbólica de los números. Por otro lado, las tecnologías de la información, han permitido el desarrollo de herramientas y programas de entrenamiento específicos para abordar la discalculia. Aplicaciones, juegos y software diseñados para adaptarse a las necesidades individuales de estudiantes con discalculia pueden mejorar sus habilidades matemáticas. Además, las tecnologías computarizadas de asistencia, como lectores de pantalla y programas de voz a texto, hacen que el contenido matemático sea más accesible para quienes tienen dificultades con la lectura y escritura.

Descargas

La descarga de datos todavía no está disponible.

Citas

Starr A & Brannon EM. Chapter 5-Evolutionary and Developmental Continuities in Numerical Cognition. Mathematical Cognition and Learning. 2015;1:123-144.

https://doi.org/10.1016/B978-0-12-420133-0.00005-3.

Halberda J & Odic D. Chapter 12-The Precision and Internal Confidence of Our Approximate Number Thoughts. Mathematical Cognition and Learning. 2015;1:305-333.

https://doi.org/10.1016/B978-0-12-420133-0.00012-0.

Peake C, Alarcón V, Herrera V, Morales K. Development of early numerical ability: contributions from cognitive psychology to initial mathematics education. Revista Latinoamaericana de Matemáticas Educativa, RELIME. 2021.;24(3):299-326.

https://doi.org/10.12802/relime.21.2433.

Melgar AS, Morales-Gallarday SA, Ocaña-Fernández Y, Garay de Rodríguez-Palacios JP. Characterization of Mathematical Reasoning Skills in Children with ADHD. Própositos y Representaciones. 2019;7(1):165-184. https://dx.doi.org/10.20511/pyr2019.v7n1.273.

Berteletti I, Prado J, Booth JR. Children with mathematical learning disability fail in recruiting verbal and numerical brain regions when solving simple multiplication problems. Cortex. 2014;57:143-155. https://doi.10.1016/j.cortex.2014.04.001.

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Arlington, VA, American Psychiatric Association, 2013.

Kaufmann L, von Aster M. Chapter: The Diagnosis and Management of Dyscalculia. Dtsch Arztebl Int. 2012;109(45):767-778. https://doi.10.3238/arztebl.2012.0767.

Wilson AJ, Dehaene S. Number sense and developmental dyscalculia. In D. Coch, G. Dawson, & K. Fischer (Eds.), Human behavior, learning, and the developing brain: Atypical development. 2007 (pp. 212-238). New York: Guildford Press.

Butterworth B. Foundational numerical capacities and the origins of dyscalculia. Trends Cogn Sci. 2010;14(12):534-541. https://doi.org/10.1016/j.tics.2010.09.007.

Iuculano T. Neurocognitive accounts of developmental dyscalculia and its remediation. Prog Brain Res. 2016;227:305-333. https://doi.10.1016/bs.pbr.2016.04.024.

Haberstroh S, Schulte-Körne G. The Diagnosis and Treatment of Dyscalculia. Dtsch Arzteb Int. 2019;116(7):107-114. https://doi.10.3238/arztebl.2019.0107.

Ashkenazi S, Rosenberg-Lee M, Metcalfe AW, Swigart AG, Menon V. Visuo-spatial working memory is an important source of domain-general vulnerability in the development of arithmetic cognition. Neuropsychologia. 2013;51(11):2305–2317.

https://doi.10.1016/j.neuropsychologia.2013.06.031.

Shalev RS. Prevalence of developmental dyscalculia. In: DB Berch, MMM Mazzocco (Eds.), Why Is Math So Hard for Some Children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities. Brookes, Baltimore, pp.47-65.

Gross-Tsur V, Manor O, Shalev RS. Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol. 1996;38(1):25-33. https://doi.10.1111/j.1469-8749.1996.tb15029.x.

Henik A, Rubinsten O, Ashkenazi S. The "where" and "what" in developmental dyscalculia. Clin Neuropsychol. 2011;25(6):989-1008. https://doi.10.1080/13854046.2011.599820.

Bonn CD, Cantlon JF. The origins and structure of quantitative concepts. Cogn Neuropsychol. 2012;29(1-2):149-173. https://doi.10.1080/02643294.2012.707122.

Anobile G, Marazzi M, Federici S, Napoletti A, Cecconi L, Arrighi R. Unimpaired groupitizing in children and adolescents with dyscalculia. Sci Rep. 2022;12:5629. https://doi.10.1038/s41598-022-09709-5.

Vigna G, Ghidoni E, Burgio F, Danesin L, Angelini D, Benavides-Varela S, Semenza C. Dyscalculia in Early Adulthood: Implications for Numerical Activities of Daily Living. Brain Sci. 2022;12(3):373. https://doi.10.3390/brainsci12030373 .

Wilson AJ, Andrewes SG, Struthers H, Rowe VM, Bogdanovic R, Waldie KE. Dyscalculia and dyslexia in adults: Cognitive bases of comorbidity. Leraning and Individual Differences. 2015;37:118-132. https://doi.10.1016/j.lindif.2014.11.017.

Cárdenas SY, Silva-Pereyra J, Prieto-Corona B, Castro-Chavira S, Fernández T. Arithmetic processing in children with dyscalculia: an event-related potential study. PeerJ. 2021;27(9):e10489. https://doi.10.7717/peerj.10489.

Kuhn JT, Ise E, Raddatz J, Schwenk C, Dobel C. Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms. Z Kinder Jugendpsychiatr Psychother. 2016;44(5):365-375. https://doi.10.1024/1422-4917/a000450.

Mammarella IC, Caviola S, Cornoldi C, Lucangeli D. Mental additions and verbal-domain interference in children with developmental dyscalculia. Res Dev Disabil. 2013;34(9):2845-2855. https://doi.10.1016/j.ridd.2013.05.044.

Geary DC. Mathematical disabilities: cognition, neuropsychological and genetic components. Psychol. Bull. 1993;114:345–362

Bulthé J, Prinsen J, Vanderauwera J, Duyck S, Daniels N, Gillebert C., et al. Multi-method brain imaging reveals impaired representations of numbers as well as altered connectivity in adults with dyscalculia. Neuroimage. 2019;15(190):289-302.

https://doi.10.1016/j.neuroimage.2018.06.012.

Bugden S, Ansari D. How can developmental cognitive neuroscience constrain our understanding of developmental dyscalculia? Chapter: The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties 1st Edition, Routledge. 2014.

Rosenberg-Lee M, Ashkenazi S, Chen T, Young CB, Geary DC, Menon V. Brain hyper-connectivity and operation-specific deficits during arithmetic problem solving in children with developmental dyscalculia. Dev Sci. 2015;18:351-372. https://doi.org/10.1111/desc.12216.

Grabner RH, Ansari D, Koschutnig K, Reishofer G, Ebner F, Neuper C. To retrieve or to calculate? Left angular gyrus mediates the retrieval of arithmetic facts during problem solving. Neuropsychologia. 2009;47(2):604-608. https://doi.10.1016/j.neuropsychologia.2008.10.013.

Kaufmann L, Vogel SE, Starke M, Kremser C, Schocke M, Wood G. Developmental dyscalculia: compensatory mechanisms in left intraparietal regions in response to nonsymbolic magnitudes. Behavioral and Brain Functions. 2009;5(1):35. 1744-9081-5-35.

Jolles D, Ashkenazi S, Kochalka J, Evans T, Richardson J, Rosenberg-Lee M, et al,. Parietal hyper-connectivity, aberrant brain organization, and circuit- based biomarkers in children with mathematical disabilities. Dev Sci. 2016;19(4):613-631. https://doi.10.1111/desc.12399.

Cipolotti, L., van Harskamp, N. Disturbances of number processing and calculation. In: Berndt, R.S. (Ed.), Handbook of Neuropsychology, second ed. vol. 3. 2001. Elsevier Science, Amsterdam, pp. 305–334.

Price, G.R., Holloway, I., Rasanen, P., Vesterinen, M., Ansari, D. Impaired parietal magnitude processing in developmental dyscalculia. Curr Biol. 2007;17(24):R1042-R1043.

Corbetta M, Shulman G. Control of goal-directed and stimulus-driven attention in the brain. Nat Rev Neurosci. 2002;3(3):201–215. https://doi.10.1038/nrn755.

Uddin LQ, Supekar K, Amin H, Rykhlevskaia E, Nguyen DA, Greicius MD, Menon V. Dissociable connectivity within human angular gyrus and intraparietal sulcus: evidence from functional and structural connectivity. Cereb Cortex. 2010;20(11):2636–2646.

https://doi.10.1093/cercor/bhq011.

Fias W, Menon V, Szucs D. Multiple components of developmental dyscalculia. Trends Neurosci. Educ. 2014;2(2):43–47.

Iuculano T, Rosenberg-Lee M, Richardson J, Tenison C, Fuchs L, Supekar K, et al.,. Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities. Nat. Commun. 2015;6:8453.

http://dx.doi.org/10.1038/ncomms9453.

Shen X, Finn E, Scheinost D, Rosenberg MD, Chun MM, et al.,. Using connectome-based predictive modeling to predict individual behavior from brain connectivity. Nat Protoc. 2017;12(3):506-518. https://doi.10.1038/nprot.2016.178.

Skagenholt M, Lyons IM, Skagerlund K, Träf U. Connectome-based predictive modeling indicates dissociable neurocognitive mechanisms for numerical order and magnitude processing in children. Neuropsychologia. 2023;184:108563.

https://doi.10.1016/j.neuropsychologia.2023.108563.

Drigas AS, Pappas MA, Lytras M. Emerging Technologies for ICT based Education for Dyscalculia: Implications for Computer Engineering Education. Int J Eng Edu. 2016;32(4):1604-1610.

Dhingra K, Aggarwal R, Garg A, Pujari J, Yadav D. Mathlete: an adaptive assistive technology tool for children with dyscalculia. Disabil Rehabil Assit Technol. 2022;19:1-7.

https://doi.10.1080/17483107.2022.2134473.

Wilson AJ, Revkin SK, Cohen D, Cohen L, Dehaene S. An open trial assessment of "The Number Race", an adaptive computer game for remediation of dyscalculia. Behav Brain Funct. 2006;30(2):20. https://doi.10.1186/1744-9081-2-20.

Sinclair P, Kable A, Levett-Jones T. The effectiveness of internet-based e-learning on clinician behavior and patient outcomes: a systematic review protocol. JBI Database System Rev Implement Rep. 2015;13(1):52-64. https://doi.10.11124/jbisrir-2015-1919.

Espina, E., Prieto, J. M. M., & Sáez, A. M. Recursos tecnológicos para la intervención temprana en casos de discalculia. In Investigación en Educación Matemática XXIV. 2021. (pp. 245-252). Sociedad Española de Investigación en Educación Matemática, SEIEM.

Publicado
2023-11-21
Cómo citar
Parra Abarca , J., & Gallardo Bernal, I. (2023). Descifrando los Secretos de la Discalculia: un Viaje A Través de las Neurociencias y las Tecnologías de la Información. Ciencia Latina Revista Científica Multidisciplinar, 7(5), 7740-7758. https://doi.org/10.37811/cl_rcm.v7i5.8356
Sección
Artículos