Estrategias pedagógicas innovadoras y metodologías activas mediadas por tecnología para el fortalecimiento del pensamiento lógico-matemático y la resolución de problemas en educación básica.

The development of logical–mathematical thinking and problem-solving skills represents a core objective of basic education; however, a substantial body of research has documented persistent learning difficulties associated with traditional instructional approaches. In this context, the present study aimed to examine the effect of innovative pedagogical strategies and technology-mediated active learning on the development of logical–mathematical thinking and problem-solving abilities in basic education. A sequential explanatory mixed-methods design (QUAN→qual) was employed, consisting of a quasi-experimental pretest–posttest design with a non-equivalent control group (N = 90), complemented by a qualitative phase based on interviews with teachers (n = 30). Quantitative findings revealed a strong, positive, and statistically significant relationship between reading comprehension and logical–mathematical thinking (r = .62, p < .001). The qualitative phase yielded emergent analytical categories related to reading–logic integration, structured collaborative work, the use of educational technologies, and institutional constraints. Data triangulation indicates that the combined implementation of active methodologies, technological mediation, and motivational strategies leads to improvements in mathematical learning and problem-solving processes. It is concluded that such pedagogical approaches are likely to be effective when supported by sustained teacher training and adequate institutional conditions.