Sistema De Acciones Para El Desarrollo Del Razonamiento Lógico-Matemático En 5to Egb Mediante La Estrategia De Separación

Abstract

The methodological proposal "System of actions for the development of logical mathematical reasoning in 5th grade EGB through the separation strategy" aims to optimize mathematics learning through the use of innovative methodologies. It focuses on strengthening the logical-mathematical reasoning skills of 5th grade students at the Unidad Educativa Mariscal Sucre, in response to the low performance identified through interviews with teachers and administrators, as well as analysis of grades. The central focus of the proposal is the separation strategy, which breaks down complex problems into simpler, manageable steps. This allows students to approach each part in a logical and sequential manner, reducing cognitive overload, facilitating the understanding of abstract concepts, and promoting structured, organized, and critical reasoning. The methodology is based on the theories of Piaget, Vygotsky, Bruner, Dweck, Hattie, and Boaler, aiming to improve not only mathematical skills but also stimulate critical thinking. The qualitative approach allows for a deeper understanding of students' experiences and perceptions, adapting the methodology to their individual needs and observing how they apply logical reasoning in practical situations. To this end, 30 pedagogical activities focused on problem-solving, strengthening logical reasoning, and developing learning autonomy were designed. A pilot test with 10 of these activities was conducted to evaluate their effectiveness and make the necessary adjustments. This methodology seeks to improve problem-solving and the understanding of abstract concepts, developing skills such as identifying patterns, relating mathematical concepts, and formulating solution strategies. It also promotes generalization and critical thinking, enabling students to apply their knowledge in real-world contexts. All of this contributes to meaningful, lasting learning and fosters autonomy in learning.