Estrategias Lúdicas para el fortalecimiento del Pensamiento Lógico Matemático en los estudiantes del grado Transición.

Abstract

The present work is entitled Playful strategies for the strengthening of mathematical logical thinking in transition grade students, which aimed to propose playful strategies that strengthen mathematical logical thinking in the students of the Transition grade of the Educational Institution Colegio Nuestra señora de Belén headquarters N 21 of the city of Cucuta, Norte de Santander of the Republic of Colombia, being supported by authors such as Guamán (2021 ), González (2008), Edo (2017), Alva (2018), among others. It was based on a qualitative approach making use of a pedagogical action research method; the key informants were a group of students of the Transition grade with 12 boys and 13 girls, where they are in a stage that allows them to be more curious about their environment and in learning new things especially if they involve striking things and that they consider pleasant. On the other hand, a semi-structured interview for the teacher is presented as a collection technique and as an instrument observation and field diaries are used, in this way, the information collected is analyzed through analytical interpretation, allowing to know more about the environment and how the students handle themselves, their knowledge and tastes, as well as how they handle the interest in the different areas presented within the course, allowing to know the willingness of each individual to learn to develop in their environment and in this way, finally to be able to solve things for themselves.