Development of Critical and Logical-Mathematical Thinking of Younger Schoolchildren through Gaming and Problem-Solving Technologies

Abstract

This article examines the development of critical and logical-mathematical thinking in younger schoolchildren through gaming and problem-solving technologies. The relevance of the research is determined by the need to form critical and logical-mathematical thinking as a key 21st-century competence and to adapt pedagogical methods to the needs of modern primary education. The purpose of the study is to determine effective ways to develop critical and logical-mathematical thinking in younger students through game and problem-solving technologies in the learning process. The research focuses on analyzing the influence of these technologies on cognitive development and identifying practical approaches for their implementation in primary school education. Methods include analysis of scientific and pedagogical literature, synthesis and generalization of pedagogical experience, and comparison of existing teaching methods. The paper substantiates the importance of developing critical and logical-mathematical thinking, analyzes the role of gaming and problem-solving technologies, identifies psychological and pedagogical conditions for effective thinking development, and considers the theories of J. Piaget, L. Vygotsky, and V. Dienes. It is concluded that the use of gaming and problem-solving technologies is an effective tool for developing critical and logical-mathematical thinking in younger schoolchildren. Keywords: critical thinking, logical-mathematical thinking, younger schoolchildren, game technologies, cognitive activity, cognitive skills, primary education.