Tecnologías interactivas para el desarrollo del pensamiento Lógico-Matemático.

Abstract

This study analyzed the influence of interactive technologies on the development of logical-mathematical thinking among elementary school students at the Cinco de Mayo Fiscomisional Educational Unit in Ecuador. Poor mathematics performance and insufficient motivation for this subject are persistent problems at the local and global levels, where traditional methodologies have failed to generate interest or adequately strengthen the logical-mathematical skills essential for facing current academic and social challenges. To address this situation, a quantitative, non-experimental, cross-sectional design was applied, with a sample of 115 students selected through stratified random sampling. Data collection was conducted using a structured survey that included sections on demographics, use of interactive technologies, and logical-mathematical skills. Statistical analysis showed that 64% of students use digital technologies intermittently, and only 15% use them regularly to solve mathematical problems. Despite this, 50% perceive an improvement in their learning, and 87% express a desire to integrate these tools into all subjects, showing high motivation (54% always motivated). However, barriers such as limited infrastructure, lack of teacher training, and poor methodological integration were identified, which restrict the effective and consistent use of technologies. It is concluded that interactive technologies positively influence the development of logical-mathematical thinking, and it is recommended to strengthen infrastructure, teacher training, and pedagogical strategies.