PEDAGOGICAL REFLECTIONS ON MATHEMATICS EDUCATION DURING EARLY CHILDHOOD: USE OF TECHNOLOGY MEDIATED RESOURCES TO STRENGTHEN LOGICAL THINKING

Abstract

This essay aims to develop pedagogical reflections focused on mathematics education during early childhood, with an emphasis on the use of technology-mediated resources to stimulate logical thinking in students. From a qualitative approach and a documentary design, theoretical contributions and previous experiences are analyzed to show how the pedagogical use of these resources, aligned with active and playful methodologies, can strengthen fundamental logical-mathematical skills appropriate for this educational stage. The analysis highlights the importance of using playful, dynamic, and contextually relevant pedagogical strategies for children, in which the intentional use of digital resources signficantly contributes to logical-mathematical development. These skills include classification, seriation, pattern recognition, couting, and problem-solving, all of which form the foundation of logical thinking at this stage of education. It is proposed that the implementation of technologies should be guided by coherent pedagogical planning, capable of sparking children's interest and promoting active exploration of mathematical concepts. Additionally, it is acknowledged that the impact of digital resources largely depends on the teacher’s level of training, digital competence, and didactic judgment, as well as alignment with learning objectives. The essay concludes that these resources should be seen as a complement to traditional strategies, integrated into active and collaborative methodologies, where play-based activities maintain their role as the natural path to learning. Finally, it emphasizes the importance of harmonizing the use of technology with the students’ holistic development, considering both cognitive and socio-emotional aspects.