Problem solving as a pedagogical strategy for the development of logical-mathematical thinking

Abstract

The development of logical–mathematical thinking is a fundamental component in the teaching and learning process of mathematics. However, in many educational contexts, students still experience difficulties in understanding mathematical concepts due to the predominance of traditional teaching methods based mainly on memorization and procedural practice. In response to this situation, the present study aimed to analyze problem solving as a pedagogical strategy to strengthen logical–mathematical thinking in students. The research was conducted under a descriptive approach with qualitative support, focused on examining the influence of problem-solving activities within the mathematics teaching process. The study involved 25 students, who were assessed through an initial diagnostic test (pretest) and a final evaluation (posttest) in order to identify the level of development of logical–mathematical thinking before and after the implementation of the pedagogical strategy. Performance levels were defined as low, medium, and high. The criteria evaluated were problem comprehension, method of solution, logical reasoning, and result verification. Students' performance was also compared from pre- to post-intervention. Of the 118 students who were evaluated pre-intervention, 48% had a performance level of low and 12% had high. After students participated in the intervention, there was an increase in the number of students who now had a high level performance (from 12% to 40%), and a decrease in the number of students with a low performance level (from 48% to 16%). Therefore, the conclusion is that the problem solving approach fosters mathematical reasoning and supports a more meaningful and successful mathematical experience for students.