Methodological strategy to develop mathematical logical thinking through numerical problems

Abstract

The difficulties of the area of mathematics in students of all ages, especially in basic education have been recognized and therefore it is necessary to find strategies that respond to it, for which a work was carried out that had the objective of designing a methodological strategy to improve the development of mathematical logical thinking through numerical problems in the tenth-year students of Basic General Education of the Educational Unit "25 de Mayo" of the Crucita parish. It was a non-experimental, explanatory, cross-sectional study. The population was 560 students and 38 teachers, the sample was 59 tenth-year students of basic education, 3 teachers and 3 authorities. It was possible to observe that students have no absolute interest in solving mathematical problems and are not aware of how they can improve the acquisition of knowledge, sometimes teachers empirically apply the development of mathematical logical thinking without fully knowing the conceptual bases. The students refer that the activities applied by the teacher in the classroom are related to exercises on the blackboard and recognize that their academic performance in the area of mathematics is regular. They indicate that teachers do not always carry out reinforcement activities to do numerical problems, they prefer teachers to explain themselves or videos on the Internet. In this sense, the use of a methodological strategy has a positive influence on the development of mathematical logical thinking through numerical problems.