El juego simbólico como mediador en el desarrollo del pensamiento numérico en estudiantes de educación básica

This article examines the impact of symbolic play as a didactic strategy for developing numerical thinking in elementary school students. Grounded in the theories of Piaget and Vygotsky, it explores how symbolic representation enables children to construct and transfer mathematical meanings through structured play scenarios. The study, based on a quantitative approach and quasi-experimental design, was conducted with 43 second-grade students in Ecuador, divided into experimental and control groups. Over a four-week pedagogical intervention, sessions of contextualized symbolic play were implemented, integrating real-life numerical situations. Results from pretest and posttest assessments revealed a statistically significant improvement in the experimental group’s performance, particularly in counting and problem-solving. Qualitative analysis highlighted emerging categories such as spontaneous use of counting, symbolic problem-solving, and mathematical dialogue. The findings suggest that symbolic play not only enhances logical-mathematical skills but also fosters equitable, inclusive, and meaningful teaching. The study advocates for rethinking traditional methodologies in favor of more active, contextualized practices aligned with Universal Design for Learning (UDL) and the competency-based curriculum.