Fostering mathematical logical intelligence in primary school students

Abstract

Education must form thinking people, who develop all their potentialities, among them, those referring to mathematical logical intelligence. The objective is to elaborate a didactic proposal that fosters mathematical logical intelligence in students. For this, the research was framed in a quantitative approach with fieldwork design and at a descriptive level. The survey was applied as a technique and as instruments a questionnaire for teachers and a test for students. The population was made up of all teachers and students in basic primary education. An intentional non-probability sample was applied, made up of 22 teachers who attend primary school programs and 30 students of the same educational level. The results identify the lack of strategies related to the processes of classification, serialization, and number of primary school teachers during their pedagogical work. Next, we describe the shortcomings that students have in applying mathematical logic processes in a series of activities proposed in the evaluative test. Finally, didactic strategies are defined according to the conditions of the learning environment analyzed so that from the work of the classroom it is possible to promote logical mathematical intelligence, since cognitive stimulation in the student by means of learning experiences according to the level of development allows to reach levels of thought of greater complexity.