# Variaciones en el desarrollo, influencias socioculturales, y dificultades en el aprendizaje de las matemáticas

### Resumen

Hay evidencias de que la mayoría de los niños entran en la escuela con conocimientos y recursos fundacionales para su aprendizaje matemático. Sin embargo, esta no es la historia completa. Resultados de investigaciones revelan enormes diferencias entre los niveles de competencia matemática de los niños pequeños, y estas diferencias parecen ser más acusadas en los Estados Unidos que en algunos otros países (por ejemplo, China) (Starkey y Klein, 2008). En este artículo se describen los tipos de diferencias que se dan y se ofrece una revisión sobre lo que se sabe acerca de la naturaleza y las fuentes de las variaciones en el desarrollo entre los niños.

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**Edma 0-6: Educación Matemática en la Infancia**, [S.l.], v. 3, n. 2, p. 1-22, oct. 2020. ISSN 2254-8351. Disponible en: <https://edma0-6.es/index.php/edma0-6/article/view/128>. Fecha de acceso: 16 sep. 2021