Interactive Learning for the Development of Logical-Mathematical Thinking

Abstract

Currently, teachers have seen the need to plan teaching strategies supported by technological tools and/or digital educational resources that contribute to the development of cognitive skills. For this reason, this research aimed to determine the impact of interactive learning on the development of logical-mathematical thinking skills in eleventh grade high school students in Barranquilla-Colombia. The methodological route of the project was framed in a quantitative approach, inductive empiricist, quasi-experimental method. A sample of 65 11th grade students was selected, divided into two groups, one control and one experimental; A technological device called RED was applied to this group. A sample of 5 mathematics teachers was selected, to whom, like the students, a survey was applied in order to measure the variables: pedagogical mediation, interactive learning and mathematical logical thinking. The results showed the impact of pedagogical mediation based on interactive learning on the development of logical-mathematical thinking in eleventh grade students, because it enables the apprehension and strengthening of the interpretation and representation, formulation and execution and argumentation skills of the area.