Abstract

Based on the academic results obtained by students of the Electronics and Automation career, an intervention related to logical-mathematical intelligence was carried out whose objective was to increase logical-mathematical intelligence through educational robotics in the classroom. The instrument used was the Superior Logical Intelligence Test (Cerda et al, 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 properly structured mathematical thinking in young people”. According to Reyes and García (2014), robotics promotes the learning of mathematical principles through experimentation, problem solving and promotes cooperative learning. For the experimental work group, intentional activities were designed that paid tribute to each constitutive concept of mathematical logical intelligence. The control group worked with traditional planned activities. 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 originated new knowledge that will allow them to develop projects and ideas that solve problems.