La secuencia numérica, como estrategia didáctica para potenciar el razonamiento lógico matemático en los estudiantes de grado tercero de la Institución Educativa Alfonso López Pumarejo de Villavicencio

Abstract

To structure a didactic approach, with the third grade students of the Alfonso López Pumarejo Educational Institution, to develop the logical mathematical reasoning, framed in the variational thought, which in turn deals with the numerical thought, and the curricular guidelines in this area. Consequently, the didactic strategy consists of three sequences: natural language, manipulation and abstraction, which is developed through a fundamental situation, which allows the student to face a reality and turn it into an object of mathematical study. In this relationship, the teacher promotes the didactic environment, transforms it and provides feedback as the didactic strategy is developed, in order to generate spaces for reflection and understanding of the processes of mathematics teaching in primary basic education. The research was based on an institutional diagnosis that allowed us to delimit the problem that had been tackled, and was then consulted on research related to didactics, logical reasoning, variational thinking and mathematical education, respectively. Accordingly, the research is framed within the qualitative paradigm and the methodological approach is established on the basis of action research. Specifically, the research focus revolved around the didactic strategy, in terms of planning, execution, reflection and projection of the same to the entire educational community.