Abstract

LUGO BUSTILLOS, Jelly Katherine; VILCHEZ HURTADO, Overlys  and  ROMERO ALVAREZ, Luis Jesús. Didactics and development of mathematical logical thinking. A hermeneutical approach from the initial education stage. LogosCyT [online]. 2019, vol.11, n.3, pp.18-29.  Epub Dec 28, 2019. ISSN 2145-594X.  https://doi.org/10.22335/rlct.vlli3.991.

The objective of this study is to explore the teaching practice in the development of mathematical logical thinking in children from an early education center in Paraguaná, Venezuela. The paradigm is qualitative with a case study design, an interpretive field component supported by the hermeneutic-dialectical method. An in-depth interview was used as a technique through a semi-structured interview script containing 3 sub-topics to be explored with 14 open questions addressed to 6 teachers. The information obtained through the Atlas Ti 6.0 software was processed, codified, categorized, and semantic networks were created, facilitating the interpretation of the findings, which show that most teachers have little knowledge about the processes of mathematical logical thinking and, therefore, apply monotonous and decontextualized teaching strategies where instruction is prioritized over teacher mediation.

Keywords : early education; mathematical logical thinking; monotonous teaching; decontextualized; teaching mediation.

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