“Estrategias didácticas para el desarrollo del pensamiento lógico-matemático en niños y niñas de 4 a 5 años de la Escuela de Educación Básica San Francisco De Peleusí”

Abstract

The logical-mathematical relationships are essential for the generation and construction of knowledge, because it allows understanding abstract concepts, reasoning and understanding of relationships, where children understand the world from numbers, relationships, logical reasoning. In the investigated institution, it has been detected that children do not develop these skills because the type of activities applied by the teacher are focused on the processes of representation and memorization. For this reason, this degree work aimed to design a proposal for didactic strategies to promote meaningful learning in the field of logical-mathematical relationships in children from 4 to 5 years of age at the San Francisco De Peleusí High School . A qualitative research was carried out with an action research methodology, the search and collection of information is supported by primary sources, such as: structured interviews, participant observation, test application. The results obtained show that children present difficulties in carrying out certain activities in the logical field of mathematics; the teacher does not apply what is planned in the curriculum, there is no process in the learning construction. The conclusions we reached demonstrate that the application of active methodological strategies fosters meaningful learning and the development of logical-mathematical relationships.