CONTRIBUTIONS OF NEUROEDUCATION TO INITIAL LITERACY AND ITS REFLECTIONS ON PRIMARY EDUCATION IN COLOMBIA

Abstract

This research addresses the difficulties in solving mathematical problems among third-grade students at Colegio Andrés Bello, who exhibit a significant gap between algorithmic calculation skills and the semantic interpretation of word problems. The objective was to evaluate the impact of a pedagogical strategy based on George Pólya’s Method and variational thinking to strengthen logical analysis within contexts of socioeconomic vulnerability. The methodology adopted a quantitative approach using a Solomon four-group quasi-experimental design. The sample, consisting of children between 7 and 11 years old, participated in a two-month didactic sequence mediated by storytelling and play, aimed at transforming mechanical execution into a metacognitive process. Results obtained through statistical analysis in SPSS revealed no significant differential impact between the experimental and control groups. It was identified that students maintain a tendency toward linear algorithmic execution, omitting graphical or symbolic representations. However, a significant positive correlation was found between reading comprehension and problem-solving, confirming that linguistic competence is a determining variable for mathematical success. In conclusion, the effectiveness of heuristic strategies is conditioned by external factors such as high student mobility (floating population) and deeply ingrained mechanized learning habits. It is established that problem-solving in elementary education is not a purely arithmetic challenge, but rather an interpretive one that requires robust functional literacy to guarantee the development of critical thinking.