Technological strategies and cooperative learning to strengthen logical-mathematical intelligence in basic education students

Abstract

Basic education faces the challenge of strengthening logical-mathematical skills through pedagogical proposals that integrate technological resources and cooperative strategies. This study analyzed the influence of both methodologies in eighth-grade students at the “Tiwinza” School. A mixed-method approach with a quantitative predominance was adopted, under a non-experimental, cross-sectional, and descriptive-explanatory design. The population consisted of 74 students, who completed a structured survey; in addition, semi-structured interviews were conducted with three mathematics teachers. Both instruments were validated by expert judgment, ensuring relevance and coherence with the research objectives. The results revealed a limited use of technological resources in mathematics classes, which restricts the development of digital skills and pedagogical innovation. In contrast, cooperative learning was valued by teachers and students as an effective strategy to promote comprehension, interaction, and the shared construction of knowledge. Likewise, it was identified that technology can enhance motivation and performance when implemented with pedagogical planning, but becomes a distractor in the absence of teacher guidance. The balanced integration of technological and cooperative strategies constitutes a pathway to diversify teaching, stimulate logical reasoning, and generate inclusive and motivating learning experiences.