DIDACTIC STRATEGIES FOR THE DEVELOPMENT OF LOGICAL-MATHEMATICAL THINKING IN UNIVERSITY STUDENTS OF EARLY CHILDHOOD EDUCATION

The development of mathematical logical thinking in teacher training students represents an important benefit in education to guarantee its development. With this perspective, the objective of the study is to propose didactic and innovative strategies for the development of mathematical logical thinking in sixth cycle students of the Initial Education career. The research was developed under a mixed approach, with a quasi-experimental design of longitudinal type to a selected intact group of 16 students; To obtain the information, a 14-item questionnaire with structured activities was applied to measure the level of mathematical logical thinking where a statistical analysis of logical thought processes is performed; The pedagogical intervention is proceeded through didactic strategies and activities in which problem-based learning and technological games that benefit the development of thinking are applied. The results of a T test for paired samples reveal that they differ by 2.934 for a p-value of 0.001, that is, the results of the pretest items with respect to the posttest after carrying out the pedagogical intervention there is a positive product, the capacities of students that contributes to analysis, argumentation, explanation, understanding and also improves affectivity and motivation to learn.