Methodological strategy for the development of mathematical-logical relations at the preschool level

Abstract

In early education, the processes of logical-mathematical notions oriented to the cognitive development of preschool children are relevant. The objective of the research was to design a methodological strategy for the development of logical-mathematical relations in 3-year-old children of the Francisco Pacheco Educational Unit. The research was non-experimental, explanatory and with a mixed approach. The sample consisted of 23 3-year-old children, 23 parents, 3 teachers, 2 authorities and 4 members of the Technical Pedagogical Commission. The methods used were theoretical, empirical and mathematical or statistical, using techniques such as observation and survey with their respective instruments. The methodological proposal is focused on creative and playful actions aimed at the development of logical-mathematical relations in early education children, with activities where attention and constancy will be indispensable. This research contributes to society relevant and novel aspects based on activities related to the fulfillment of learning objectives, since they have been structured in a gradual way, to allow the development of skills according to the maturity of each child.

Keywords: activities, methodological strategy, logical reasoning, resources, logical-mathematical relations.