Maria Ines Susperreguy

Maria Ines Susperreguy
Pontificia Universidad Católica de Chile | UC · Facultad de Educación

PhD in Education and Psychology

About

38
Publications
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Publications

Publications (38)
Article
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...
Article
According to the Pathways to Mathematics model [LeFevre et al. (2010), Child Development, Vol. 81, pp. 1753–1767], children’s cognitive skills in three domains—linguistic, attentional, and quantitative—predict concurrent and future mathematics achievement. We extended this model to include an additional cognitive skill, patterning, as measured by a...
Article
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 (n s = 101, 95, 87, and 84, respectively). Mothers and fathers independently answered questions abou...
Article
Full-text available
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 childr...
Article
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 2...
Article
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A recent meta-analysis demonstrated the overall correlation between the number line estimation (NLE) task and children’s mathematical competence was r = .44 (positively recoded), and this relation increased with age. The goal of the current study was to conceptually replicate and extend these results by further synthesizing this correlation utilizi...
Article
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...
Article
Full-text available
This article synthesizes findings from an international virtual conference, funded by the United States National Science Foundation, 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 actiona...
Article
Full-text available
We explored the home learning environments of 173 Mexican preschool children (aged 3–6 years) in relation to their numeracy performance. Parents indicated the frequency of their formal home numeracy and literacy activities, and their academic expectations for children’s numeracy and literacy performance. Children completed measures of early numerac...
Article
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Our objective was to determine age differences in the effects of a family-based intervention with 278 African American nonresident fathers and their 8 to 12-year-old sons. We assessed fathers’ parenting, sons’ perception of fathers’ parenting, and sons’ intentions to avoid violence (outcome) before and after the intervention. We first studied the m...
Article
Research Findings Two hundred and sixty-seven Chilean children from grades 1–3, their fathers and their mothers completed measures of implicit and explicit math-related beliefs (math–gender stereotypes, math self-concepts) and feelings (math anxiety), as well as tests of mathematical achievement. Children, fathers, and mothers exhibited stereotypes...
Article
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...
Article
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...
Article
Full-text available
This study examines the relations among parental beliefs and practices about mathematics, children’s beliefs about mathematics, participants’ gender, and family socioeconomic status (SES). The study was conducted in Chile, a country with significant gender gaps in standardized test results in mathematics, with boys receiving significantly higher sc...
Article
We used structural equation modeling to evaluate an enhanced version of the Home Numeracy Model proposed by Skwarchuk and colleagues (2014, Journal of Experimental Child Psychology, 121, 63–84). Participants were 390 Chilean preschool children and their parents. Children completed numeracy and literacy tasks at the beginning of preschool (mean age:...
Article
INTRODUCCIÓN. Las habilidades matemáticas tempranas juegan un rol importante en el desempeño escolar posterior de niños y jóvenes, marcando diferencias sustanciales en las ventajas de aprendizaje futuras. Específicamente, las tareas matemáticas que ponen en práctica las docentes de educación inicial han demostrado impactar en el desarrollo del pens...
Article
Full-text available
En Chile se observa una importante brecha en el logro de matemática a favor de los hombres, tanto en pruebas nacionales como internacionales. Algunas teorías plantean que al menos una parte de estas diferencias podrían ser atribuibles a estereotipos de género relativos a las habilidades matemáticas. Este estudio explora los estereotipos de género,...
Article
A large body of literature demonstrates that different cognitive components related to executive function (EF), such as short-term memory, working memory, and response inhibition, are linked to early academic skills in preschool children. Nevertheless, few studies have focused on the unique contributions of these components to distinctive early num...
Preprint
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 ALSPAC, NICHD-SECCYD, and PSID-CDS, were used to answer this question by employing quantile regression analyses. After controlling for demo...
Article
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 You...
Article
The current study analyzed maternal and paternal differential influences on numeracy performance in kindergarten children. Participants were 180 Chilean children from backgrounds of low and high socioeconomic status (SES), their mothers, and their fathers. A path analysis was used to explore the influences of both maternal and paternal numeracy pra...
Chapter
Early math skills are crucial for children's later achievement in school. These skills can be fostered by parents in informal contexts in the home in several ways. This chapter looks at how mothers and children talk about math during mealtimes, a context that has proved to promote opportunities for children to learn new words and information, and t...
Article
Full-text available
National as well as international standardized assessments reveal that Chile has a large gender gap in math achievement that favors male students. Some theories propose that at least part of this gap can be explained by the effects of gender stereotypes that refer to abilities in math. In the present study, we examine the implicit and explicit gend...
Article
Full-text available
Aportes de la psicología a la educación Esta sección especial incluye artículos seleccionados de dos prestigiosos eventos científicos celebrados en 2014 y 2015 que analizan los aportes de la psicología a distintos ámbitos educacionales. El primer evento, las XV Jornadas Internacionales de Psicología Educacional. Redes para Transformar, fue organiza...
Article
Full-text available
Esta sección especial incluye artículos seleccionados de dos prestigiosos eventos científicos celebrados en 2014 y 2015 que analizan los aportes de la psicología a distintos ámbitos educacionales. El primer evento, las XV Jornadas Internacionales de Psicología Educacional. Redes para Transformar, fue organizado por la Escuela de Psicología de la Un...
Article
Research Findings: The current study analyzed the relation between the amount of mathematical input that preschool children hear (i.e., math talk) from their mothers in their homes and their early math ability a year later. Forty mother–child dyads recorded their naturalistic exchanges in their homes using an enhanced audio-recording device (the La...
Article
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...
Article
Full-text available
Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n = 1,362), this study tested the extent to which mathematics self-concepts, school placement, executive functioning, and proficiency in fractions and division acc...
Article
Full-text available
Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics a...
Article
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...
Article
This study describes literacy beliefs and practices in families with different educational levels in Chile. Participants were 188 parents of kindergarten children. Parents filled a questionnaire about their educational level, the frequency with which they engaged in several literacy practices at home, and their beliefs about the development of earl...
Article
Full-text available
El artículo informa sobre el trabajo del Centro de Apoyo al Rendimiento Académico (CARA UC), para los alumnos de la Pontificia Universidad Católica de Chile, como alternativa de intervenciónacadémica con estudiantes universitarios. Además, se detallan las principales características de la población que ha participado de forma espontánea en los dist...
Article
Full-text available
El estudio describe las creencias y prácticas de literacidad de familias con distinta educación en Chile. Participaron 188 niños y niñas de kindergarten y sus familias. Los padres contestaron un cuestionario acerca de su nivel educacional, ciertas prácticas de literacidcd familiar, y sus creencias acerca del desarrollo de ésta. Los resultados muest...
Article
This study describes literacy beliefs and practices in families with different educational levels in Chile. Participants were 188 parents of kindergarten children. Parents filled a questionnaire about their educational level, the frequency with which they engaged in several literacy practices at home, and their beliefs about the development of earl...
Article
The paper reports on the work carried out by the Center to Support Academic Performance (CARA UC). The Center was created for students of the Pontifical Catholic University of Chile as an academic intervention alternative. The paper also describes the main features characterizing the population of students who used the service of their own accord i...

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Project (1)
Archived project
SPECIAL ISSUE of BORDÓN TITLE: Mathematics Achievement and the Science of Mathematics Education: Evidence From Different Nations DEADLINE FOR SUBMISSION OF PAPERS: July 15, 2017 GUEST EDITORS: Dr. Elida Veléz Laski, Associate Professor of Applied Developmental Psychology, Boston College Dr. María Inés Susperreguy, Assistant Professor of Education, Pontificia Universidad Católica de Chile Editors Email: laski@bc.edu and misusper@uc.cl Mathematics achievement is critical to future success. Low math achievement negatively impacts national economies and individual citizens’ college, career, economic, and health outcomes. Individual differences in mathematics achievement emerge early in development and continue to widen throughout schooling. In fact, early math knowledge predicts the rate of growth and math achievement scores as late as high school, as well as the risk for long-term functional innumeracy. These individual differences in mathematics achievement are related to numerous factors, including socioeconomic and national background, curricula, teacher behavior, educational practices, and individual cognitive processes, such as working memory. This special issue of Bordón focuses on expanding knowledge about the range of factors that predict mathematics achievement and development across nations and how educational practices attenuate or exacerbate individual differences. We invite empirical articles that rigorously address topics such as the following: • Which cognitive factors predict mathematics achievement? • Which social or educational contexts support mathematics achievement? Do these vary with socio-cultural and national contexts? • How do educational practices interact with individual differences in math knowledge? • What parental or educational practices promote mathematics development? • How can knowledge from other fields (e.g., Cognitive Science) inform the design of mathematics instruction? • How do the factors that predict mathematics achievement vary across development? All authors are asked to follow the format used for Bordón articles – namely, IMRYD (Introduction, Methodology, Results, and Discussion). Submissions should be well written, use appropriate research designs, and make novel contributions, in keeping with the high international standing of the Bordón periodical. Papers should also follow APA standards. Manuscripts may be submitted in Spanish or English. One goal of this monograph is to represent the current research on mathematics development that is being conducted across the United States, Spain, and Central and Latin America in order to break down the silos of knowledge and contribute to the growth of research globally on this topic. Inquiries about this special issue, including questions about appropriate topics, may be sent electronically to laski@bc.edu. SUBMISSION PORTAL: https://recyt.fecyt.es/index.php/BORDON