Estrategias lúdicas para el desarrollo lógico-matemático en estudiantes de tercer año de educación básica general. Guía metodológica para docentes

Abstract

The objective of this proposal is to develop playful methodological strategies aimed at promoting the development of logical-mathematical thinking in third-year students of General Basic Education (EGB). Observations showed that the strategies used in class needed to be improved. In response, a Guide to Playful Methodological Strategies was designed to provide a clear and functional structure that would make it easier for teachers to implement active strategies tailored to the needs of students and their cognitive abilities. The methodology used to construct the guide was qualitative, based on observations of pre-professional practices and the methodologies that teachers used to teach their classes. The theoretical framework addresses three important aspects: logical-mathematical, playful strategies, and the development of children aged 7 to 8. The proposal was developed under a constructivist approach, in which teaching and learning is an active process where students develop knowledge based on experience, according to the teacher's guidance. The methodological process is based on three stages: concrete, connective, and symbolic. These stages are important because they allow students to advance gradually and significantly in their understanding of mathematical content and encourage active, dynamic, and relevant learning.