Some considerations on the teaching-learning process of Mathematics and logical reasoning

Abstract

This article aims to reflect on the teaching-learning of Mathematics and the development of thought, a problem always present in education. The theoretical study carried out was based on a bibliographical type of research, supported by synthetic analytical methods and documentary review, which allowed the authors to collect the necessary information on the teaching-learning process of Mathematics and the development of logical thinking. Reflect and reach the following conclusions: The teaching-learning of Mathematics must go from a traditional method, which are mechanical processes that use memory before the development of logical and mathematical reasoning towards the implementation of active methodologies that promote the development of thought. In all its dimensions and that allow the student to be the protagonist of their own development in connection with the context. For such purposes, alternatives are available to all teachers; implementing them only requires a little study and willingness to transform a process in favor of learning and the development of thought.