Ludomotricidad y pensamiento matemático: una perspectiva pedagógica para la educación preescolar

Abstract

The development of mathematical thinking is one of the fundamental purposes of preschool education, as it allows children to build cognitive tools to understand, interpret, and act upon their environment. Traditionally, early childhood mathematics has been associated with activities focused on number recognition, counting, and solving structured problems. However, current research has shown that mathematical learning is constructed through meaningful experiences involving action, exploration, interaction, play, and social practices. In this context, ludomotor skills emerge as an innovative pedagogical perspective that allows for the integration of body movement, play, and the construction of mathematical knowledge from an early age. This article analyzes the relationships between mathematical thinking and ludomotor skills, drawing on contributions from motor praxeology, physical education, and mathematics didactics. It also presents examples of ludomotor situations applicable in preschool education and proposes an integrative model that fosters the construction of mathematical concepts through meaningful motor experiences.