Desarrollo de un aula virtual iconográfica para el fortalecimiento del razonamiento lógico matemático en los estudiantes de cuarto grado de Educación General Básica Elemental

Abstract

The following educational innovation project responds to the need to strengthen the learning of Mathematical Logical Reasoning in the 4th-grade students of Primary General Basic Education of the Ignacio Escandón school. The research is based on a socio-critical paradigm with a qualitative approach based on the action-research method, which allows understanding and interpretation of the contributions provided by the iconographic virtual classroom as an innovative teaching method for learning logical-mathematical reasoning. The instruments for the collection of the information were: a checklist to document the implementation process, where the progress of the students in learning mathematical logical reasoning was evidenced, surveys that allowed knowing the opinions of the students about the use of the virtual iconography of the classroom and the application of didactic activities, and an interview with the teacher to find out her approval for the implementation of the educational proposal. For the evaluation of the proposal, field diaries, a pre-test, and a post-test were considered. Finally, the average grades that the students had before and after the implementation of the proposal were compared to know if there were advances in the learning of mathematical logical reasoning through the iconographic virtual classroom. The student group average improved from 5.35 to an average of 9.34.