Mathematical logical thinking: A didactic strategy for its strengthening

Abstract

The educational goals seek the development of competencies in students; however, reality, in many cases, shows a different scenario, especially after the pandemic, where children show significant gaps in the minimum required learning, especially in the areas of Language and Mathematics. The objective of the research was to design a didactic strategy to strengthen logical-mathematical thinking in sixth-year students of the "Juan Benigno Vela" School of Basic Education. For the execution of this qualitative-quantitative study, of a descriptive type, the Child Intelligence Test: Logical Reasoning was used, as well as an interview with teachers. The results reveal that children find gaps related to the minimum required learning, little development of logical thinking and therefore deficiencies in Language and Mathematics; In addition, teachers consider that, because it is a rural sector, they have few possibilities. A didactic strategy proposed by phases is presented as a product, which aims to achieve a training process in teachers with the involvement of parents, as well as its execution with didactic strategies that combine technological resources and those of the environment for the leveling of the children in the area of ​​mathematics. Consultation with specialists allowed us to validate its relevance. The strategy allows creating spaces for critical reflection, favoring communication, collaborative work between the actors of the educational community and a change of attitude about its management for the achievement of educational objectives.