Estrategias didácticas para el desarrollo del pensamiento matemático en niños de nivel inicial: un enfoque lúdico y constructivista

The publication entitled "Didactic Strategies for the Development of Mathematical Thinking in Early Childhood: A Playful and Constructivist Approach" examines the adoption of pedagogical methodologies based on play and constructivist principles to promote mathematical reasoning in young children. In the field of early childhood education, fostering logical-mathematical think-ing is essential for acquiring fundamental cognitive skills that form the foundation for future learning. This research focuses on the importance of incorporating active and playful methodol-ogies that encourage children's active involvement in their own learning process, rather than re-lying on traditional approaches oriented toward memorization. The study employed a mixed-methods approach, incorporating both qualitative and quantitative analyses. The study popula-tion consisted of 100 early childhood students, aged 4 to 6 years, divided into an experimental group and a control group. The experimental group engaged in activities structured around con-structivist principles, such as solving specific problems, interactive math games, and manipula-tive activities. In contrast, the control group followed a conventional methodology based on rep-etition and the use of worksheets. The quantitative findings indicated that children in the exper-imental group demonstrated significant progress in mathematical skills such as counting, classifi-cation, seriation, and solving basic problems, with an average improvement of 35% in post-intervention evaluations. In contrast, the control group showed only a 15% improvement. The qualitative findings, derived from observations and interviews with educators, highlighted that the adoption of a playful approach increased children's motivation, attention, and willingness to engage in mathematical learning. The research emphasizes the relevance of implementing play-ful and student-centered pedagogical strategies to foster mathematical thinking in the early stages of education. Furthermore, it underscores the importance of training educators in designing and applying innovative pedagogical activities that combine play, exploration, and problem-solving. It is recommended to continue researching the integration of these methodologies with techno-logical tools to further enhance their impact in the educational field.