Technology, creativity and logical-mathematical thinking: a triad to rethink

Abstract

According to the latest study by the National Institute for Educational Evaluation, Ecuador is among the countries with the greatest difficulty in the development of skills and abilities, with the lowest level in mathematical knowledge (it did not even reach level 2). That is why the need arises to induce young people to boost their creativity with the use of logic to solve mathematical problems. This article was made to present the result of the construction of useful didactic strategies in the educational process of mathematics, identifying the problem-solving skills of students of the Manuel Inocencio Parrales y Guale Educational Unit of the Jipijapa Canton. It was elaborated from a non-experimental design with quantitative techniques of cross-sectional, descriptive and correlational level. In the field work, a battery of questions was applied to students and a survey to mathematics teachers. The results show that 76.9 % of the students have a grade lower or equal to six points, which means that they have not surpassed the required learning levels in problem solving. The results of the teacher surveys show that 80 % of them apply technological tools and innovative strategies, 20 % use technological tools and video games to improve their teaching. It is concluded that laterality in students collaborates moderately to seriation, identification and comparison, technology serves as a knowledge management tool that favors learning, facilitates the completion of tasks, favors communication, research and obtaining information.