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This paper studies the characterization of the mediation for the processes of the development of mathematical thinking in children of a Venezuelan public preschool. The research methodology was field-descriptive, in which participant observation and dialogue recorded by video was used. - recordings and teaching journals. The data collected belongs to 5 children of 5 and 6 years of age with their 2 teachers, which was analyzed with reference to Piaget, Vygotsky, Freire, Habermas and professionals of mathematics education for children. It is revealed that the mediation allowed to appreciate the mathematical thought subscribed by the children associated to the classification and seriation stages; It is necessary to carry out longer investigations in order to favor the knowledge of children's thinking.

LA MEDIACIÓN DE LOS PROCESOS LÓGICO-MATEMÁTICOS EN NIÑOS EN EDAD PREESCOLAR: UN ESTUDIO DE CASO