Impacto del programa NeurodidáktiKids en el aprendizaje matemático de niños de educación inicial
Impact of the NeurodidáktiKids program on the mathematical learning of early childhood education childrenBarra lateral del artículo
Contenido principal del artículo
Contexto: El aprendizaje matemático en edades tempranas, potenciado con estrategias de ciencia del cerebro, predice el éxito académico futuro y el desarrollo del pensamiento lógico. Objetivo: evaluar el efecto del programa NeurodidáktiKids sobre las competencias matemáticas tempranas en niños de educación inicial en una institución educativa pública de Ate Vitarte, Lima, durante el año 2025. Metodología: Estudio aplicado, explicativo, cuantitativo y cuasiexperimental. Mediante muestreo aleatorio se conformó un grupo control de 20 niños y uno experimental de 21, que participaron del programa NeurodidáktiKids, en 12 sesiones, se midió el aprendizaje matemático con ficha de observación (α = 0,903). Resultados: el estudio evidencia que el programa NeurodidáktiKids mejora significativamente las competencias matemáticas tempranas en niños de educación inicial, el grupo experimental transitó del 0% al 57,1% en nivel alto global y alcanzó el 100% en todas las dimensiones, comunicación matemática, razonamiento matemático y resolución de problemas; mientras que el grupo control se mantuvo en 0% en nivel alto. En razonamiento matemático, el grupo experimental pasó del 85,7% en nivel bajo al 100% en nivel alto. La prueba U de Mann-Whitney confirmó diferencias altamente significativas (U = 0,000; p < 0,001). Conclusión: El programa NeurodidáktiKids constituye una estrategia pedagógica eficaz para potenciar el desarrollo de competencias matemáticas tempranas en preescolares. Se recomienda implementarlo en el currículo de educación inicial, capacitar a los docentes en neurodidáctica y gamificación, ampliar la muestra a otras regiones y evaluar la retención del aprendizaje a largo plazo.
Background: Early mathematical learning, enhanced with brain science strategies, predicts future academic success and the development of logical thinking. Objective: To evaluate the effect of the NeurodidáktiKids program on early mathematical skills in preschool children at a public educational institution in Ate Vitarte, Lima, during 2025. Methodology: An applied, explanatory, quantitative, and quasi-experimental study. A control group of 20 children and an experimental group of 21 children were randomly selected and participated in the NeurodidáktiKids program over 12 sessions. Mathematical learning was measured using an observation checklist (α = 0.903). Results: The study shows that the NeurodidáktiKids program significantly improves early mathematical skills in preschool children. The experimental group progressed from 0% to 57.1% at the overall high level and reached 100% in all dimensions: mathematical communication, mathematical reasoning, and problem-solving. While the control group remained at 0% at a high level. In mathematical reasoning, the experimental group improved from 85.7% at the low level to 100% at the high level. The Mann-Whitney U test confirmed highly significant differences (U = 0.000; p < 0.001). Conclusion: The NeurodidáktiKids program is an effective pedagogical strategy for enhancing the development of early mathematical skills in preschool children. It is recommended that it be implemented in the early childhood education curriculum, that teachers be trained in neurodidactics and gamification, that the sample be expanded to other regions, and that long-term learning retention be evaluated.
Descargas
Detalles del artículo
Al-Buraiki, S. A., Al-Siyabi, S. y Alghafri, A. (2025). Examining the factors behind experimental group superiority in quasi-experimental research: A mixed-methods analysis of MA theses. International Journal of Learning, Teaching and Educational Research Review, 24(9), 1-19. https://doi.org/10.26803/ijlter.24.9.1
Bang, H. J., Li, L. y Flynn, K. (2023). Efficacy of an adaptive game-based math learning app to support personalized learning and improve early elementary school students’ learning. Early Childhood Education Journal, 51(4), 717-732. https://doi.org/10.1007/s10643-022-01332-3
Carrasco, D., Rutkowski, D. y Rutkowski, L. (2023). The advantages of regional large-scale assessments: Evidence from the ERCE learning survey. International Journal of Educational Development, 102, 102867. https://doi.org/10.1016/j.ijedudev.2023.102867
Chen, W. (2025). Problem-solving skills, memory power, and early childhood mathematics: Understanding the significance of the early childhood mathematics in an individual’s life. Journal of the Knowledge Economy, 16(1), 1-25. https://doi.org/10.1007/s13132-023-01557-6
Clements, D. H. y Sarama, J. (2025). Systematic review of learning trajectories in early mathematics. ZDM–Mathematics Education, 57(4), 637-650. https://doi.org/10.1007/s11858-024-01644-1
Cortez, M. G., Viejó, J. J. y Ortiz, W. (2024). La neurodidáctica y su incidencia en el desarrollo del pensamiento lógico matemático en los estudiantes del séptimo de EGB. Sinergia Académica, 7(3), 227-257. https://doi.org/10.51736/evkm5q37
Cuturi, L. F., Cappagli, G., Yiannoutsou, N., Price, S. y Gori, M. (2022). Informing the design of a multisensory learning environment for elementary mathematics learning. Journal on Multimodal User Interfaces, 16(2), 155-171. https://doi.org/10.1007/s12193-021-00382-y
Dayane, E., Subenko, C. E., da Silva, R., Ambriola, A. Y., Lukasova, K. y Sato, J. R. (2025). Social and Affective Neuroscience of Gaming in Children’s Education. In Social and
Affective Neuroscience of Gaming: Insights from Fundamentals to Public Mental Health Applications (pp. 3-19). Springer. https://doi.org/10.1007/978-3-032-00325-6_1
Drisko, J. W. (2025). Transferability and generalization in qualitative research. Research on social work practice, 35(1), 102-110. https://doi.org/10.1177/10497315241256560
Elgavi, O. y Hamo, P. (2025). Math on the brain: seven principles from neuroscience for early childhood educators. Early Childhood Education Journal, 53(8), 2837-2848. https://doi.org/10.1007/s10643-024-01656-2
Ferreira, R. A. y Rodríguez, C. (2022). Effect of a science of learning course on beliefs in neuromyths and neuroscience literacy. Brain Sciences, 12(7), 811. https://doi.org/10.3390/brainsci12070811
Fülle, A., Oliveira, D. M. y Silva, L. (2025). Neurodidactic analysis of the difficulty in learning the notion of rational number in the 3rd grade of Elementary School.
Educação Matemática Debate, 9(16). https://doi.org/10.46551/emd.v9n16a19
Gasco, J. y Zuazagoitia, D. (2023). The sense of patterns and patterns in the senses. an approach to the sensory area of a Montessori preschool classroom. Education 3-13, 51(6), 979-987. https://doi.org/10.1080/03004279.2022.2032786
Gavilán, D., Merma, G. y Urrea, M. (2026). The impact of neuroeducation on teacher training programs: Reimagining gender in education. International Journal of Instruction, 19(1), 41-64. https://doi.org/10.29333/iji.2026.1913a
Gkintoni, E., Sortwell, A., Vassilopoulos, S. P. y Nikolaou, G. (2025). Neuroplasticity- Informed Learning Under Cognitive Load: A Systematic Review of Functional Imaging, Brain Stimulation, and Educational Technology Applications. Multimodal Technologies and Interaction, 10(1), 5. https://doi.org/10.3390/mti10010005
Granado, E., Gago, F. J., Gavín, Ó. y Pérez, E. (2025). Education, Neuroscience, and Technology: A Review of Applied Models. Information, 16(8), 664. https://doi.org/10.3390/info16080664
Jamaludin, A. y Tan, A. L. (2024). Implementing Neuroscientific Game-Based Pedagogy to Remediate Math Learning Struggles in Singapore: A CEREBRATE-MATH Model. In Developing Future-ready Learners for a Global Age (pp. 103-116). Routledge. https://doi.org/10.4324/9781003455721-10
Kahise, E. (2025). Integrating neuroeducation principles into mathematics instruction in Tanzanian public and private secondary schools. Papers in Education and Development, 42(2). https://dx.doi.org/10.56279/ped.v42i2.special.6
Lamus, T. M., Arias, M. C., Vega, J. O., Mendoza, V. M., Zambrano, J. M., Cardenas, R.
D. y Moreira, J. S. (2024). The HERVAT Method as a Neurolearning Strategy in Education. Academic Journal of Interdisciplinary Studies, 13. https://doi.org/10.36941/ajis-2024-0047
Lucas, I., Toledo, G. y Núñez, F. (2022). From neurodidactics to language teaching and learning: The emotional approach. Theory and Practice in Language Studies, 12(8), 1457-1467. https://doi.org/10.17507/tpls.1208.01
McCluskey, C., Kilderry, A., Mulligan, J. y Kinnear, V. (2023). The role of movement in young children’s spatial experiences: A review of early childhood mathematics
education research. Mathematics Education Research Journal, 35(2), 287-315. https://doi.org/10.1007/s13394-023-00446-0
Menacho, I., Aragón, E., Arrigoni, F., Mera, C., Canto, M. C. y Navarro, J. I. (2024). Establishing benchmarks for assessing early mathematical competence in children. Frontiers in Education, 9, 1384422. https://doi.org/10.3389/feduc.2024.1384422
Nunes, A., Roazzi, A. y Pimentel, A. (2025). Game-based cognitive training and its impact on executive functions and math performance: A randomized controlled trial. Journal of Experimental Child Psychology, 256, 106257. https://doi.org/10.1016/j.jecp.2025.106257
Pena, M., Becerril, H. N., Navarro, A. G., Martínez, S. y Camacho, C. (2025). Neuroeducation for Efficient Mathematics Learning. 2025 Institute for the Future of Education Conference (IFE), https://doi.org/10.1109/IFE63672.2025.11025051
Peregrina, P. y Gallardo, C. P. (2023). The neuroeducation training of students in the degrees of early childhood and primary education: A content analysis of public universities in Andalusia. Education Sciences, 13(10), 1006. https://doi.org/10.3390/educsci13101006
Procopio, M., Fernandes Procopio, L., Yáñez-Araque, B. y Fernández-Cézar, R. (2022). Cooperative work and neuroeducation in mathematics education of future teachers: A good combination? Frontiers in psychology, 13, 1005609. https://doi.org/10.3389/fpsyg.2022.1005609
Roesch, S., Conze, M. y Moeller, K. (2026). Design and evaluation of a systematic finger-based intervention for early numeracy in 5-to 6-year-olds. Scientific Reports. https://doi.org/10.1038/s41598-026-43286-1
Romano, G. V. S., Bazán, P. R., Sato, J. R., da Cruz, N. V. C. J., Pacifico, E. d. S., Lacerda,
S. S., . . . Kozasa, E. H. (2025). Mental health outcomes following a four week online training on social emotional and ethical learning for public school teachers. Scientific Reports, 15(1), 9179. https://doi.org/10.1038/s41598-025-91967-0
Salazar, E., Tejada, L. Z., Arancibia, E. H. y Barreto, X. M. (2025). Neurodidactics in the training of professionals in early childhood education: Systematic review. TPM– Testing, Psychometrics, Methodology in Applied Psychology, 32(S2 (2025): Posted 09 June), 705-720. https://tpmap.org/submission/index.php/tpm/article/view/290/173
Scerif, G., Blakey, E., Gattas, S., Hawes, Z., Howard, S., Merkley, R.,… Simms, V. (2023). Making the executive ‘function’for the foundations of mathematics: The need for explicit theories of change for early interventions. Educational Psychology Review, 35(4), 110. https://doi.org/10.1007/s10648-023-09824-3
Somuncu, B. y Aslan, D. (2022). Effect of coding activities on preschool children’s mathematical reasoning skills. Education and Information Technologies, 27(1), 877- 890. https://doi.org/10.1007/s10639-021-10618-9
Soni, A. (2022). Dialogue with Latin American Teachers: Beliefs About Neuroscience and Education. In Cognitive Sciences and Education in Non-WEIRD Populations: A Latin American Perspective (pp. 25-40). Springer. https://doi.org/10.1007/978-3-031-06908-6_3
Syarfina, S., Masruroh, S., Masyitah, N., Sahpitri, Y. y Pratiwi, A. D. (2023). Digital Game in Young Children's Numeracy Skill: An Innovation through Learning Media Development. Child Education Journal, 5(3), 155-164. https://doi.org/10.33086/cej.v5i3.5458
Valdés, B. y Lazzaro, M. (2023). Neuroeducation, classroom interventions and reading comprehension: a systematic review of the 2010-2022 literature. Journal of Curriculum and Teaching, 12(1), 261. https://doi.org/10.5430/jct.v12n1p261
Walsh, K., L'Estrange, L., Smith, R., Burr, T. y Williams, K. E. (2024). Translating neuroscience to early childhood education: A scoping review of neuroscience-based professional learning for early childhood educators. Educational Research Review, 45, 100644. https://doi.org/10.1016/j.edurev.2024.100644
Zambrano, R. J., Chaguay, J., Mayorga, J., Kirschner, P. A., Parra, W. y Lazo, A. (2025). Prevalence of educational myths among Ecuadorian teachers. Trends in Neuroscience and Education, 100273. https://doi.org/10.1016/j.tine.2025.100273