Didactic strategy to strengthen logical-mathematical reasoning in seventh grade students

Abstract

This study analyzes the lack of effective didactic strategies to develop logical-mathematical reasoning in seventh grade students, especially in contexts with limited resources and traditional methods. Despite the relevance of this skill, there are few contextualized proposals to strengthen it. In response, a didactic strategy based on interactive activities, problem solving and technology was designed and implemented. With a mixed approach, the results showed significant improvements in the ability to analyze and solve problems. This work proposes a replicable model that seeks to transform mathematics teaching and strengthen essential competencies for learning.