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Resumen. El proposito de la presente investigacion fue describir las dificultades de las educadoras en relacion al desarrollo del pensamiento logico matematico analizando las estrategias que utilizan para potenciarlo en ninos/as de entre tres y seis anos. La muestra incluyo a treinta educadoras pertenecientes a colegios particulares, subvencionados y municipales. En las tres realidades se observaron resultados similares coincidiendo en la existencia de un gran desconocimiento en relacion a las estrategias a utilizar, la forma de organizar el espacio educativo y el tipo de habilidad a estimular. Las educadoras mostraron una alta valoracion hacia el desarrollo del pensamiento logico matematico considerando fundamental su aporte. Sin embargo, declararon falta de formacion academica en el area y resistencia a “ensenar lo que no les gusta”. Abstract. This article aims to describe the difficulties of educators regarding the development of mathematical logical thinking. It analyzes the strategies they use to promote it in children between three and six years old. The sample included thirty educators who belong to private, subsidized and municipal schools. In all three situations we observed very similar results: there is great lack of knowledge from nursery educators regarding the strategies of using and organizing the educational space as well as understanding what kind of ability must be stimulated. Moreover, educators offered high value to mathematical logical thinking development in children, considering its fundamental contribution. However, they expressed lack of knowledge in the area and resistance to teach "what they do not like".

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Dificultades que presentan las educadoras de párvulos para desarrollar el pensamiento lógico matemático en los niveles de transición. Difficulties of kindergarten educators to develop logical mathematical thinking at transition levels.