<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032018000100478</article-id>
<article-id pub-id-type="doi">10.15517/aie.v18i1.31842</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores cognitivos relacionados con la capacidad de cálculo de división en estudiantes de 4º año de educación primaria en Argentina]]></article-title>
<article-title xml:lang="en"><![CDATA[Cognitive factor related to division ability in fourth grade students of primary education in Argentina]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stelzer]]></surname>
<given-names><![CDATA[Florencia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Introzzi]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrés]]></surname>
<given-names><![CDATA[María Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Richard`s]]></surname>
<given-names><![CDATA[María Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urquijo]]></surname>
<given-names><![CDATA[Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Concejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Concejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Concejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Concejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Concejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>478</fpage>
<lpage>504</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032018000100478&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032018000100478&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032018000100478&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Diferentes estudios indicaron que el aprendizaje de la matemática se asocia con los recursos cognitivos que dispone el estudiantado para afrontar su construcción. Sin embargo, la relación específica de procesos y habilidades cognitivas con la capacidad de cálculo de operaciones de división ha sido escasamente analizada. El objetivo de este artículo empírico es analizar la relación de la capacidad de cálculo de operaciones de división con el rendimiento en memoria de trabajo, inhibición e inteligencia fluida. La muestra fue seleccionada por disponibilidad y estuvo integrada por 135 estudiantes de 4º año del sistema educativo argentino (participantes de 9 y 10 años de edad). Los mismos fueron evaluados dentro de los establecimientos educativos a lo que asistían, durante el horario habitual de clases, a través de diferentes tareas que permitían la medición de tales variables. Los resultados indicaron que los estudiantes con distinto nivel de desempeño en división diferían entre sí en todas las variables cognitivas estudiadas (a excepción de la inhibición). Este hallazgo muestra que la inteligencia fluida y memoria de trabajo se relacionan con el conocimiento de la división en estudiantes de 4º año de la escolaridad primaria. Asimismo, sugiere que el aprendizaje de esta operación podría facilitarse al considerar las diferencias individuales en estos factores cognitivos durante el diseño y selección de los materiales didácticos y estrategias pedagógicas a utilizar para su enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Different studies have shown a relationship between mathematics learning and cognitive factors; however, the specific link between division and cognitive abilities has been less studied. Previous research has shown that division ability during elementary school years is one of the most important predictors&#8217; factors of general mathematic achievement in high school. Therefore, recognizing the cognitive factors related to division is important to improve mathematic learning in high school. The aim of this study was analyzed the relationship among division, working memory, inhibition and fluid intelligence. The sample was choose by the availability of the participants and it was integrated by 135 4th grade students (ages: 9- 10) from the Argentine educational system. They were assessed inside their school during regular classes schedule using different task. The results indicate that the students with different level in the division achievement diverge between them in the cognitive variables studied (inhibition was an exception).This conclusion showed that students&#8217; differences in division achievement were related to working memory and fluid intelligence. Those findings show a relation between intelligence and working memory and suggest that division learning could be improved by considering individual differences on those cognitive factors.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[análisis matemático]]></kwd>
<kwd lng="es"><![CDATA[cognición]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[mathematical analysis]]></kwd>
<kwd lng="en"><![CDATA[cognition]]></kwd>
</kwd-group>
</article-meta>
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