Desarrollo del pensamiento lógico matemático en primer año de educación general básica. Estudio de caso en una unidad educativa particular de Quito

Abstract

The purpose of this research is to examine the progress of logical-mathematical thinking in first-grade students in general basic education, using play as a pedagogical tactic that strengthens mathematical skills during this crucial phase of the teaching process. The study was conducted through the implementation of a qualitative methodology, collecting information through observation, semi-structured interviews, and focus groups, as well as recording in field journals the classes developed by the teacher. The results indicate that the use of strategies focused on the use of videos, worksheets, causes complications in obtaining skills related to the field of logical-mathematical relationships. Another aspect is that teachers do not use play as the main predominant strategy to effectively carry out the didactic sequences of mathematics. The research shows that it is essential for teachers to use play as a didactic strategy, use concrete materials, and, above all, develop the methodological process of acquiring logical-mathematical connections: identifying, comparing, and transforming