Browsing by Author "Susperreguy Jorquera, María Inés"

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    Age-Specific Mechanism of the Effects of Family Based Interventions with African American Nonresident Fathers and Sons
    (2020) Thomas, A.; Assari, S.; Susperreguy Jorquera, María Inés; Hill, D. E.; Caldwell, C. H.
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    Ambiente matemático de niños y niñas chilenos: Factores que explican las actividades matemáticas en el hogar
    (Foundation Advancement Psychology, 2022) García De Magalhaes-calvet, Bernardita; Susperreguy Jorquera, María Inés; Rio, María Francisca del; Salinas Ulloa, Viviana Monzerrat
    Introducción: el estudio analizó (a) las diferencias entre madres y padres en sus actividades matemáticas en el hogar y en otros factores del ambiente matemático (actitudes, ansiedad, creencias y expectativas matemáticas) y (b) la asociación entre los factores del ambiente matemático y las actividades matemáticas en el hogar. Método: participaron 266 familias de niños y niñas chilenos de primer a tercer grado de primaria (edad promedio = 93.35 meses, DE = 11.45 meses). Ambos padres contestaron un cuestionario sobre matemáticas en el hogar. Resultados: las madres reportaron realizar actividades matemáticas con mayor frecuencia que los padres. Análisis de ecuaciones estructurales mostraron que las actividades matemáticas realizadas por los padres se relacionaron con sus creencias, actitudes y expectativas matemáticas; mientras que las de las madres se relacionaron con sus creencias, actitudes y género de los niños. Conclusiones: los hallazgos aportan a la comprensión del ambiente matemático en el hogar.
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    Autorregulación y matemáticas tempranas : ¿qué hacen las educadoras de párvulos para promover la autorregulación en el aula? : un análisis de los comportamientos, y su relación con las matemáticas tempranas de los niños preescolares
    (2022) Montoya Mistretta, María Fernanda; Susperreguy Jorquera, María Inés; Pontificia Universidad Católica de Chile. Facultad de Educación
    La evidencia señala que existe una relación entre las habilidades de autorregulación y las matemáticas tempranas en los niños preescolares. Investigaciones recientes han demostrado que algunas prácticas instruccionales de las educadoras de párvulos favorecen el desarrollo de la autorregulación y las matemáticas tempranas en niños de pre-kínder. Este proyecto busca contribuir a la evidencia existente al (a) examinar en profundidad la relación entre las habilidades de autorregulación y las matemáticas tempranas de los niños, y (b) explorar los comportamientos de las educadoras de párvulos que pueden favorecer las habilidades de autorregulación y las matemáticas tempranas de los niños preescolares. Los participantes fueron 419 niños de pre-kínder y 19 educadoras de párvulos. Se aplicaron pruebas para medir las habilidades de autorregulación y matemáticas tempranas de los niños. Además, se elaboró un sistema de códigos para identificar la presencia de comportamientos de las educadoras de párvulos que favorecen la autorregulación. Los hallazgos de esta investigación señalan que la respuesta inhibitoria de los niños tiene una mayor contribución en tareas matemáticas que tienen una mayor carga cognitiva (i.e., resolución de problemas; contar en voz alta) que en tareas de baja carga cognitiva. Además, se encontró que las educadoras realizan comportamientos que promueven la autorregulación, y no varían durante el año. Asimismo, los comportamientos de las educadoras no se asocian con las habilidades de autorregulación de los niños ni con las habilidades matemáticas tempranas al finalizar el año en preescolar. Por último, se discute la contribución de este estudio, implicancias, limitaciones y proyecciones.
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    Children's Home Numeracy Environment Predicts Growth of their Early Mathematical Skills in Kindergarten
    (WILEY, 2020) Susperreguy Jorquera, María Inés; Burr, Sabrina Di Lonardo; Xu, Chang; Douglas, Heather; LeFevre, Jo Anne
    This study investigated the longitudinal associations between children's early mathematics and their home numeracy environment (HNE). Chilean children from families who varied widely in socioeconomic status were assessed at the beginning and end of prekindergarten in 2016 (N = 419, M-age = 4:7 [years:months]), and at the end of kindergarten in 2017 (N = 368, M-age = 5:10). Children whose parents provided frequent operational numeracy activities (e.g., learning simple sums) at prekindergarten showed better arithmetic performance and growth in nonsymbolic and symbolic number comparison at the end of kindergarten. Parents' knowledge of number-related games predicted children's arithmetic skills and growth in nonsymbolic number comparison. These findings underscore the persistent relations between the HNE and the development of children's mathematical skills.
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    Cross-Cultural Comparisons of Home Numeracy and Literacy Environments: Canada, Mexico, and Chile
    (MDPI, 2022) Susperreguy Jorquera, María Inés; Jiménez Lira, Carolina; LeFevre, Jo-Anne
    Home numeracy and literacy environments are related to the development of children’s early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy and literacy environments of three-to-five-year-old children from Mexico (n = 54) and Chile (n = 41) and compared the patterns of results to those of children from Canada (n = 42). Parents completed a questionnaire about their expectations for children’s academic performance prior to Grade 1 and the home numeracy and literacy activities they provide for their children. To analyze differences among countries in the home learning environments, we performed mixed and one-way ANOVAs (Analysis of Variance), followed-up by post-hoc comparisons. Mexican parents had higher expectations for children’s early skills than Chileans or Canadians. The frequency with which Mexican, Canadian, and Chilean parents reported home numeracy and literacy activities showed both similarities and differences. Our findings speak to the importance of developing culturally sensitive models of early home learning environments and illustrate the complexities of comparing home learning environments across countries.
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    El aprendizaje matemático en el hogar durante la pandemia de covid-19 desde la perspectiva de las madres: diferentes escenarios de acuerdo con el nivel socioeconómico
    (2022) Del Rio, Francisca M. ; Susperreguy Jorquera, María Inés; Salinas, Viviana; Córdova, Karen; Marín, Anneliese
    La pandemia de covid-19 interrumpió en Chile la asistencia presencial de los niños a la escuela. Esto convirtió a las madres de niños de primaria en el principal apoyo para su aprendizaje. Dado que las habilidades matemáticas son centrales para el logro académico posterior, este artículo busca conocer, desde la perspectiva de las madres, cómo aprendieron matemática los niños en este periodo. Se realizaron entrevistas semiestructuradas a 14 madres de niños de 3er grado de primaria, de diferente nivel socioeconómico (NSE). Se indagó por el tipo de clases que recibieron, recursos del hogar para el aprendizaje, tipo de acompañamiento que fue necesario, entre otros. Los resultados muestran que las escuelas ofrecieron distintas modalidades de clases y que los recursos de enseñanza variaban de acuerdo al NSE de las familias; que las madres fueron las principales encargadas del apoyo escolar en matemáticas, pero que, en ocasiones, pedían ayuda a los padres cuando se sentían poco capaces para esa materia, y que los recursos del hogar para apoyar el aprendizaje matemático también variaban de manera importante de acuerdo al NSE. Los hallazgos revelan que los niños de sectores más vulnerables contaron con menos oportunidades para el logro de aprendizajes matemáticos durante la pandemia.
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    Executive function in Chilean preschool children : Do short-term memory, working memory, and response inhibition contribute differentially to early academic skills?
    (2018) Montoya Mistretta, María Fernanda; Susperreguy Jorquera, María Inés; Dinarte Díaz, Lelys Ileana; Morrison, Frederick J.; San Martín, Ernesto; Rojas Barahona, Cristian A.; Förster Marín, Carla
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    Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3
    (Elsevier Ltd, 2022) Susperreguy Jorquera, María Inés; Di Lonardo Burr, Sabrina; Douglas, Heather; Xu, Chang; LeFevre, Jo-Anne; Río, María Francisca del; Salinas Ulloa, Viviana Monzerrat
    We investigated whether home math activities were related to children's math performance in kindergarten and the first three years of primary school. Participants were Chilean parents and their children in kindergarten, Grade 1, Grade 2, and Grade 3 (ns = 101, 95, 87, and 84, respectively). Mothers and fathers independently answered questions about their math activities at home, provided sociodemographic information, and completed an arithmetic fluency task. Children completed measures of applied problem solving, calculation, and arithmetic fluency. For kindergarten children, we found that mothers’ (but not fathers’) reports of the frequency of operational (e.g., mental arithmetic) activities were positively related to children's math performance, whereas mothers’ reports of the frequency of mapping (e.g., counting, number naming) math activities were negatively correlated with performance. For children in Grades 1–3, home math activities were not significant unique predictors of math outcomes. The socioeconomic status of children's schools and maternal math fluency predicted children's math performance in Grades 1–3. The implications of these findings are discussed for understanding how children's home environments are related to their mathematical development.
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    Maternal Math Talk in the Home and Math Skills in Preschool Children
    (2016) Susperreguy Jorquera, María Inés; Davis, P.
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    Next Directions in Measurement of the Home Mathematics Environment: AnInternational and Interdisciplinary Perspective
    (2021) Byrd Hornburg, Caroline; Borriello, Giulia A.; Kung, Melody; Lin, Joyce; Litkowski, Ellen; Cosso, Jimena; Ellis, Alexa; King, Yemimah A.; Zippert, Erica; Cabrera, Natasha J.; Davis-Kean, Pamela; Sarah H. Eason; Hart, Sara A.; Iruka, Iheoma U.; LeFevre, Jo-Anne; Simms, Victoria; Susperreguy Jorquera, María Inés; Cahoon, Abbie; Chan, Winnie Wai Lan; Cheung, Sum Kwing; Coppola, Maria; De Smedt, Bert; Elliott, Leanne; Estévez-Pérez, Nancy; Gallagher-Mitchell, Thomas; Gardner-Neblett, Nicole; Gilmore, Camilla; Leyva, Diana; Maloney, Erin A.; Manolitsis, George; Melzi, Gigliana; Mutaf-Yıldız, Belde; Nelson, Gena; Niklas, Frank; Pan, Yuejuan; B. Ramani, Geetha; Skwarchuk, Sheri-Lynn; Sonnenschein, Susan; Purpura, David J.
    This paper synthesizes findings from an international virtual conference, funded by the National Science Foundation (NSF), focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children’s outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct – focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars.
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    Number line development of Chilean children from preschool to the end of kindergarten
    (2021) Xu, Chang; Di Lonardo Burr, Sabrina; Douglas, Heather; Susperreguy Jorquera, María Inés; LeFevre, Jo-Anne
    Children’s performance on number line tasks reflects their developing number system knowledge. Before 5 years of age, most children perform poorly on even the simplest number lines (i.e., 0–10). Our goal was to understand how number line skills develop before formal schooling. Chilean preschoolers attempted a 0–10 number line task three times over 2 years: at the beginning of pre-kindergarten (M = 4:7 [years;months]; Time 1), at the end of pre-kindergarten (M = 5:0; Time 2), and at the end of kindergarten (M = 5:10; Time 3). We used latent class analysis to group children according to their patterns of performance across number targets. At Time 1, 86% of children had error patterns indicating that they randomly placed estimates on the line. At Time 2, 56% of children continued to respond randomly. At Time 3, 56% of children showed competent performance across the number line, 23% were accurate only near the endpoints, and 21% were accurate only for low target numbers near the origin. Latent transition analyses showed that the transition from less to more proficient estimation classes was predicted by children’s number identification skills. Thus, number line performance changed dramatically from 4 to 6 years of age as children began to develop the cognitive and numerical skills necessary to accurately estimate numbers on a number line.
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    Pathways to College: Latino Youth and the Transition to Higher Education
    (Emerald Group Publishing Limited, 2012) Davis-Kean, Pamela E.; Mendoza, Celeste M.; Susperreguy Jorquera, María Inés
    It is predicted that by the year 2050, Latinos will make up approximately 30% of the U.S. population. Although the high school completion rate for Latinos has increased over the years, only 44% of these students transition into college. Latinos are faced with numerous obstacles as they try to navigate the college pipeline such as being more likely to attend high poverty secondary schools and have parents with little experience with college education. Despite these challenges, many Latino students continue to be academically successful. From 2009 to 2010, there was a 24% growth in Hispanic enrollment, a higher increase than any other ethnic group. It is important to note that much of this enrollment growth has been at community colleges with 46% of Latino students matriculating to two-year institutions. Latinos are still the least likely to complete a bachelor’s degree. While nearly 39% of white 25- to 29-year-olds completed a four-year degree in 2010, only 13% of Latinos did the same. Thus, it is important to identify factors that may influence the high school to college transition for Latino youth, as well as factors that impact college completion. This chapter explores these issues as a function of the academic and family culture that support the development of achievement in Latino youth. We highlight the important differences in those that matriculate to community college and those to four-year colleges.
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    "Prácticas de contextualización curricular del núcleo de relaciones lógico-matemáticas y cuantificación en NT1 : estudio de caso en un colegio particular pagado de la comuna de Ñuñoa"
    (2016) Butamanco Vera, Gabriela Andrea; Susperreguy Jorquera, María Inés; Pontificia Universidad Católica de Chile. Facultad de Educación
    El presente informe reporta los resultados de un estudio de caso sobre el proceso de contextualización curricular en el núcleo de aprendizaje de Relaciones lógico matemáticas y cuantificación desarrollado en NT1 en un colegio particular pagado de la comuna de Ñuñoa. El objetivo principal fue describir las prácticas de contextualización de las bases curriculares del mencionado núcleo de aprendizaje, que realizan dos educadoras de párvulos y su relación con el currículum oficial, la planificación de clases y el desarrollo de estas clases. Cabe señalar que se han considerado como principal referente curricular las Bases curriculares de la Educación Parvularia ya que estas son el instrumento que contiene los Objetivos y Aprendizajes Esperados para el nivel en el que se desarrolla este trabajo. Al ser un estudio de caso la metodología utilizada es de tipo cualitativa y se ha llevado a cabo bajo el modelo de codificación de la Teoría Fundamentada de Strauss y Corbin.El estudio de caso consideró la experiencia de dos salas de clases de NT1, a través de la observación del desarrollo de las actividades matemáticas presentes en cuatro jornadas de clases de las educadoras participantes en el estudio piloto del proyecto de investigación Fondecyt 11140899 “Influencia de las variables familiares, instruccionales y del niño en el desarrollo de las habilidades matemáticas de los niños preescolares chilenos”. Además, se analizó un autoreporte de las educadoras en las que se les consulta sobre los elementos curriculares considerados para contextualizar el currículum y sus planificaciones de clases.Los resultados del estudio evidencian la diferencia que se produce entre el nivel de contextualización curricular alcanzado por las educadoras en las actividades escolares observadas y en su planificación, siendo la contextualización curricular de las planificaciones más baja que aquella observa en la práctica.
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    ¿Qué hacen las educadoras de párvulos para enseñar matemáticas? Un estudio en salas chilenas
    (2018) Bautista Galeano, Leidy Caterine; Río, M. Francisca del; Susperreguy Jorquera, María Inés
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    Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children
    (MDPI, 2022) Skwarchuk, Sheri-Lynn; Douglas, Heather; Cahoon, Abbie; LeFevre, Jo-Anne; Xu, Chang; Roy, Emilie; Simms, Victoria; Wylie, Judith; Maloney, Erin A.; Osana, Helena P.; Susperreguy Jorquera, María Inés
    The home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children's development, including literacy and mathematics skills. These factors are related to the academic performance of preschool children (aged 3 to 6 years), before formal schooling and possibly beyond. In the present research, we examined the home learning environment of Canadian families as reported by either the mother (n = 51) or father (n = 30) of their Grade 3 child (n = 81; M-age = 8.7 years; range 8 to 9 years of age). Importantly, mothers' and fathers' reports of the home learning environment for school children were similar. For literacy, parents' knowledge of children's books and attitudes toward literacy were related to children's vocabulary skills; home literacy was not related to word reading skills. For mathematics, parents' reports of the frequency of activities such as practicing arithmetic facts and their attitudes toward mathematics were related to children's arithmetic fluency. Other aspects of the home learning environment (time spent helping with homework, parents' math anxiety) were not related to children's performance. These results suggest some continuity between home learning environments and academic skills after children's transition to school.
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    Rendimiento en matemáticas y la ciencia de la educación matemática: evidencia de diferentes naciones
    (2018) Susperreguy Jorquera, María Inés; Arteaga Martínez, Blanca
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    Research on numerical cognition in Chile: current status, links to education and challenges
    (Routledge Journals, Taylor & Francis LTD, 2020) Susperreguy Jorquera, María Inés; Peake, Christian; Gomez, David M.
    Research on numerical cognition, an emerging area that has received increasing interest in Chile, can contribute to understanding how mathematical skills are developed and support education. This article reviews the studies published in the field of numerical cognition in Chile, indexed in the WoS, PubMed, Scopus and SciELO databases. The articles reviewed address mechanisms that underlie mathematical performance and strategies used by children, adolescents and adults to solve mathematical tasks, with a special emphasis on early skills, calculations and arithmetic, as well as factors associated with individual differences in the development of mathematical notions. This article also analyses the sources of funding that support research on numerical cognition and education in Chile and the projects awarded such funds in recent years. Finally, the contribution and challenges of numerical cognition research in Chile in an educational context are discussed.
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    Self-concept predicts academic achievement across levels of the achievement distribution: Domain specificity for math and reading
    (2018) Susperreguy Jorquera, María Inés; Davis-Kean, Pamela E.; Duckworth, Kathryb; Chen, Meichu
    This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high).
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    Self-Regulation Scaffolding Behaviors of Teachers in Chilean Preschool Classrooms
    (Routledge, 2023) Montoya, María Fernanda; Susperreguy Jorquera, María Inés; Morrison, F.J.
    Teachers’ scaffolding behaviors support children’s self-regulation skills in the classroom. However, little evidence is available regarding the presence of self-regulation scaffolding behaviors in preschool teachers, and how they vary throughout the year and in different learning experiences. Less is known about these behaviors in Latin American preschool contexts. The main goal of this study was to develop a coding system to examine and compare preschool teachers’ self-regulation scaffolding behaviors at the beginning and end of the school year in two learning experiences (i.e. greeting time and math instruction). Participants were 18 Chilean preschool teachers (M age = 37.17 years; SD = 8.83). Seventy video segments were coded based on teacher behaviors targeting children’s self-regulation. The coding system included three scales: Instructional Strategy, Management Organization, and Warmth Responsivity. Research Findings: Findings revealed a greater presence of teachers’ self-regulation scaffolding behaviors in the Instructional Strategy scale than in the Management Organization and Warmth Responsivity scales. Also, the presence of teachers’ self-regulation scaffolding behaviors in the Instructional Strategy and Warmth Responsivity scales was related to the type of learning experience. Practice or Policy: The description of self-regulation scaffolding behaviors in Chilean preschool teachers contributes to understanding the role of teachers in the preschool context.
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    Socialization of maths in the home environment: using voice recordings to study maths talk
    (2015) Susperreguy Jorquera, María Inés; Davis Kean, Pamela E.
    This study examined conversations about maths (maths talk) between mothers and their preschoolers in the home setting. Naturalistic conversational data on 40 mother-child dyads from a Midwestern area in the United States were gathered using the Language ENvironment Analysis System (LENA). A sample of up to four hours of talk during shared meals for each dyad was transcribed, coded and analysed in terms of maths talk. The results showed that all mothers and children engaged in maths talk during the hours recorded, though the amount of maths talk varied from zero to 308 utterances per hour. The main types of maths input involved naming numbers, counting, using ordinal numbers and referring to numbers in the context of time. Most of the maths talk was initiated and dominated by mothers. The results of this study underscore the ways mothers socialize mathematics with their preschoolers in interactions during meals and provide support for the use of voice recordings to study maths input in the home environment.