THE PLAYFULNESS IN THE DEVELOPMENT OF LOGICAL AND NUMERICAL THINKING

The process of comprehensive training in the school system in which students participate from an early age, is oriented from the definition of didactic mediation strategies and administrative management in accordance with the needs of the context. Based on this reference premise, this article is the product of an investigation that analyzed the strengthening of logical and numerical thinking from the incorporation of didactic - pedagogical evaluation strategies centered on experiences of a playful nature; specifically working with games of the traditional environments, where children develop their training processes and family, school and social interaction. In this regard, a methodological approach was necessary, which covered a descriptive, explanatory and analytical level, whose procedural route was constructed according to a quasi-experimental design. It was organized according to two working groups: one of experimental nature and another control ; In both cases, students in the third grade of elementary who constituted the units of analysis were treated by the application of evaluation tools to validate the achievement of logical thinking competences centered on seriation, classification, and correspondence, which constituted Evidence of the strengthening of numerical thinking associated with mastery of fundamental mathematical operations: addition, subtraction, multiplication and division; However, in the case of the experimental group students were free to respond to the instruments by simultaneously participating in traditional games such as "the span and jumping the rope", while the control group solved these tests in a traditional way. The results of the research showed that students can strengthen logical and numerical thinking when they participate in evaluative activities whose teaching is focused on playful intervention. It is concluded that the process of teaching - learning - evaluation of mathematical processes implies important levels of abstraction, which in itself represents the development of logical competences, since it translates skills and expertise into mechanisms of classification, seriation, comparison, and sense of correspondence, implying in this way a development of numerical competences.