Systematization of Logical–Mathematical Reasoning Workshops in Initial Mathematics Teacher Education

Abstract

The present research work systematizes the experience developed in correspondence with the Integrative Component III of the career of Mathematica of UNAN-Managua, part of the competence-based curriculum model developed since 2021. The experience is focused on the planning and execution of problem-solving workshops aimed at strengthening logical-mathematical reasoning in initial teacher training. Considering an active pedagogical approach, these educational workshops position the student as a designer of problematic situations; this in turn favors the development of cognitive skills such as: Inference, critical analysis, and logical thinking. The systematization of experiences conducted shows that this strategy genuinely contributes to the articulation between theory and practice, where significant learning and the training of teachers with thought are promoted and the training of teachers with critical, reflective, and creative thinking. Likewise, the relevance of alignment with the National Education Strategy “Blessings and victories in all its forms” is demonstrated, particularly with Guideline 7 on the promotion of logical-mathematical thinking as learning for life. In short, this educational experience is consolidated as a fundamental practice that promotes autonomous thinking, collaborative work and the critical-reflective construction of mathematical knowledge, essential pillars in the formation of the future teacher of Mathematics.