Dominoes as a didactic strategy for the development of logical-mathematical

Abstract

The development of logical-mathematical thinking is considered one of the most important processes in students' teaching and learning because this cognitive construction allows for optimal knowledge acquisition. This research aimed to propose a playful approach, specifically using the game "dominoes," as a didactic strategy for developing logical-mathematical thinking in sixth-grade students at the "República del Ecuador" Educational Unit. To fulfill this objective, a mixed-method approach with an explanatory research type and a non-experimental design was employed. The theoretical methods included historical-logical, analytical-synthetic, and inductive-deductive approaches, while empirical methods involved interviews and surveys. The study subjects comprised 38 sixth-grade students from the "República del Ecuador" Educational Unit and 2 teachers who teach Mathematics. The diagnosis of mathematics education revealed issues such as students' lack of motivation and limited use of games in classes, highlighting the need for improvement in teaching. By using dominoes as a didactic strategy, students enhanced their logical-mathematical skills, became more engaged in learning, collaborated effectively in teams, and expressed satisfaction with the outcomes. The implementation of dominoes as a didactic strategy has helped students develop their cognitive abilities and solve problems related to logical-mathematical thinking.