Active teaching strategies for teaching mathematical logic in Initial Education

Abstract

The article addresses the experiences of teachers in training in Early Childhood Education (EI) at the National University of Education (UNAE) of Ecuador during the academic period IS-2022. These experiences arise from the subject of Learning Environments for the Development of Logical-Mathematical Thinking in the fifth cycle, focused on the field of Logical-Mathematical Relations in EI. The main objective of the research is to systematize the application of active didactic strategies during the pre-professional practice in EI. The methodology used follows a qualitative approach within an interpretive paradigm, using the descriptive narration of lived experiences. The study had the participation of 52 students, who developed activities using gamification, the work game, Land Art, didactic material such as Uña Taptana, and digital tools such as GeoGebra and Scratch. The implementation of a question guide provided a chronological and systematic view of the actions carried out, facilitating the obtaining of reflective and critical results that validate the learning of mathematics in EI. It is concluded that these innovative forms of teaching should be incorporated regularly in the classroom.