Between analogies and graphic representations: an exploratory pathway to foster strategic thinking in mathematical logic problems

Abstract

The article presents a teaching experience aimed at a fifth-grade class, designed to promote strategic thinking in mathematical problem-solving and games. The teaching experience arose from the observation of certain difficulties experienced by pupils facing organizing problem-solving processes and using graphic representations, despite the children’s high level of engagement in solving logic puzzles and riddles. Through problems and games, pupils were guided to recognize, develop, and reuse effective problem-solving strategies, with particular emphasis on the use of graphic representations and reasoning by analogy. Analysis of the problem-solving protocols highlights a gradual refinement of the strategies adopted and a greater ability to reflect on mistakes.