Gladys del Carmen Chango-AriasMónica Alicia Moya-QuishpeLilian Verónica Mendoza-MoralesSandra Jacqueline Chanatasig-Defaz2026-03-222026-03-22202510.62131/mlaj-v3-n3-008https://doi.org/10.62131/mlaj-v3-n3-008https://andeanlibrary.org/handle/123456789/78029This 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.enPsychologySet (abstract data type)NormalitySeriation (archaeology)Intervention (counseling)AutonomyScale (ratio)Mathematics educationPerceptionPedagogyarticle