LOGICAL THINKING IN 8TH GRADE STUDENTS

Abstract

Logical-mathematical thinking refers to a student's cognitive ability to logically and methodically analyze, interpret, and solve various problem situations that arise in everyday life using mathematics. The importance of stimulating logical-mathematical thinking is one of the major premises of the educational system. Hence, the study on which this article is based had the fundamental purpose of designing a plan of activities that stimulate the development of logical-mathematical thinking for eighth-grade students.To achieve this, the methodology was followed under a qualitative approach, with a field design and descriptive level. This methodology involves an in-depth exploration of social phenomena through data analysis and interpretation. Eight key informants were involved, and in-depth interviews were conducted, where the data were analyzed without controlling or manipulating any variables.  The results showed that traditional teaching methodology predominates, leading to gaps and a lack of interest in the subject among students. The information collected revealed the need to design and execute a plan of dynamic and contextual activities and methodologies, such as creating logic games with each of the topics covered in class, which are then presented at the Science, Technology, and Mathematics Fair, held annually at the institution. This is intended to strengthen the teaching of mathematics and develop logical thinking. It was evident that by carrying out the proposed activities, students experience greater difficulty developing logical thinking, showed greater interest in the subject, and consequently improved academic results.