The purpose of the present research study was to describe the nursery educators’ difficulties concerning the development of logico-mathematical thinking, analyzing the strategies employed to stimulate such development in children between 3 and 6 years of age. The sample was made up by 30 educators working in private, public and subsidized schools. Similar results were observed across these three contexts, and the findings showed great deficiencies in knowledge regarding strategies to employ, ways of organizing the physical space and the type of skill to stimulate.
Concerning the skills to stimulate, it was observed that educators focus exclusively on the ability to classify, leaving out infra-logic skills (time, space, laterality, bodily outline) and the skills of seriation, patterning and correspondence.
Within the findings, it was detected that educators most frequently use strategies related to the manipulation of concrete material, paying attention to quantity, quality and aesthetics, and are concerned about activities being carried out in a playful environment.
On the other hand, great difficulty was detected in addressing the stimulation of development of logico-mathematical thinking, based on the inappropriate use of the mediation strategy, which may explain why children in the early stages do not acquire the necessary logical skills to cope with primary education in the future.
Finally, it is important to point out that educators demonstrated great appreciation towards the development of logico-mathematical thinking, considering it fundamental. Nevertheless, they acknowledged insufficient academic education in the area and resistance to “teach what they don’t like”.
Keywords: logical mathematical thinking, strategies, educational space, mediation
