PLAYFUL CONTRIBUTION TO THE STRENGTHENING OF LOGICAL-MATHEMATICAL LEARNING THROUGH ICT.

Abstract

The main purpose of the doctoral study was to generate a theoretic from the Playful Contribution for the Strengthening of Logical-mathematical Learning through ICT. This research is based on Bruner's Constructive Learning Theory (1966), Ausubel's Meaningful Learning Theory (1990) and Piaget's Theory of mathematical logical thinking (1959). In order to achieve the established purposes, a post-positivist epistemological perspective was chosen under the qualitative approach, based on the phenomenological method. The study scenario was represented by the Cristo Rey Educational Institution in the Department of Arauca. The key informants were three (3) teachers and two (2) students of the institution. In relation to the collection of information, the technique of in-depth interviews was used. The instrument used was the interview script for each particular informant. Validity was obtained through the degree or level in which the results of the research reflect. Credibility was obtained through interactions during the research, and the use of verbatim transcripts of the interviews. The information analysis techniques applied were categorization, triangulation and theorization. The findings made it possible to understand the confluence of the approach to the phenomenal reality. Regarding the configuration of theorizing, the results reflected that logical-mathematical learning should be developed at an early age, and that the use of ICT in mathematics serves to accustom students to an environment where technology is part of daily life.