Dificultades de aprendizaje en matematica en los niveles iniciales. Investigación y formación en la escuela italiana

This research concerns the field of assessment of learning difficulties in mathematics in the early years. It aims to deepen the knowledge of Early Mathematical Competence (in Spanish CMT: Competencia Matemática Temprana) through observation and interpretation of the strategies used by children for solve numerical and relational tasks. The research intends to place special emphasis to break the stereotype that considers error as a failure and move toward better strategies of empowerment and prevention of learning difficulties in a context of research and training in the Italian school. In terms of methodology, we worked with teachers in the initial levels of schooling (primary and pre-primary school) and school leaders from 14 schools located in different geographical, territorial and socio-cultural contexts in the city of Rome, Trieste and Terni, who participated in the years 2012, 2013 and 2014 in the validation for the Italian population of the Early Numeracy Test-R. This instrument, which is a test developed by Van Luit and Van de Rijt (2009) that evaluates Early Mathematical Competence (CMT) in children 4 to 7 years, was accompanied by a Notebook for Observation of Early Mathematical Competence (in Spanish: Registro de Observación de la Competencia Matemática Temprana, ROCMT), built during the research process that allows to observe the use of sub-skills forming the CMT.observation during the development of that make the CMT