EntusiasMAT en el desarrollo de habilidades lógico-matemáticas en niños de educación inicial de la Unidad Educativa Andoas

Abstract

This article evaluates the impact of a teaching intervention based on the EntusiasMAT method on logical-mathematical relationships in four-year-old children in Early Childhood Education Level 2 at the Andoas Educational Unit (n=48). A quasi-experimental design with pre- and post-measurements and a mixed approach was applied: a four-level assessment scale for ten skills (shape, figures, counting, correspondence, number-quantity, classification, set comparison, similarities/differences, seriation, and patterns) and interviews with teachers. The data showed systematic shifts from “begun” to “achieved” in all skills: the average achievement increased by 24.2 percentage points and the initial level decreased by 33.3 points. Improvements in correspondence and seriation by size (both +35.4 pp) were notable. Normality by item allowed for parametric analysis, and a very high correlation was observed between intervention and performance (r=0.886; p<0.01). Teachers' perceptions confirmed greater motivation and autonomy among children. It is concluded that EntusiasMAT is effective, feasible, and scalable, with recommendations to reinforce mathematical language and set comparison.