Abstract

From the academic achievements obtained by the students of the Electronics and Automation career in Mathematics, an intervention related to the logical-mathematical intelligence was carried out whose objective was to increase the logical-mathematical intelligence through educational robotics in the classroom. The instrument used was the Superior Logical Intelligence Test validated by Cerda, Pérez, Melipillán, & Ortega-Ruiz, R (2015). Murcia and Henao (2015) establish that the use of robotics contributes to "the transformation of natural logical thinking towards the formal logical thinking necessary to build a well-structured mathematical thought in young people". According to Reyes and García (2014), robotics also promotes the learning of scientific and mathematical principles through experimentation, invites the resolution of problems and promotes cooperative learning. In the case of the experimental work group, intentional activities were designed that paid tribute to each constitutive concept of mathematical logical intelligence. In the control group we worked with planned but unintended activities towards logical intelligence. The activities were designed with an Arduino platform and developed according to the elements that make up the logical-mathematical intelligence. The quantitative analysis of the results obtained from the logical intelligence questionnaires revealed that the students increased the measure of their logical-mathematical intelligence. The qualitative analysis showed that students consider that the use of technology gave rise to new knowledge that will allow them to develop projects and ideas that solve problems.