El juego como estrategia didáctica para el desarrollo del pensamiento lógico matemático en séptimo año de EGB de la Unidad Educativa Luis Cordero

Abstract

This degree work is based on a current problem, manifested by a traditional pedagogical practice in the area of Mathematics and students with low level of reasoning, reflection and mathematical logical thinking. From this situation, the objective is to contribute to the development of the mathematical logical thinking of the students of the seventh grade "B" of BGE of the Educational Institution "Luis Cordero" of Azogues, through the implementation of the game. To achieve this purpose, aspects related to mathematical logical thinking in teaching practice and student learning were diagnosed. A group of activities based on the game was designed and applied as a didactic strategy (Duvignaud, 1982; Huizinga, 1972; Piaget, 1961; Vygotsky and Winnicott, 1971) and finally evaluated the results obtained after implementing the proposal. The methodology used was Action-Research, with a socio-critical paradigm and a mixed approach, using both qualitative instruments (field diaries, interview and documentary analysis), as well as quantitative (performance tests, surveys). This study had the participation of 40 students and their teacher, belonging to the aforementioned degree. The scope of the research was descriptive, because, it focused on the analysis of the characteristics of the study variables: play and mathematical logical thinking; and of the results obtained before and after the application of the proposal, through the student's t-test. It was concluded that effectively the use of the game as a didactic strategy contributed to the development of mathematical logical thinking, because, the game allowed students to solve reasoning problems, develop logical mathematical thinking and achieve skills with performance criteria.