The Effects of Mathematics-Based Learning Activity Provision Using Questions to Promote Logical Thinking for Young Children

Abstract

Background and Aims: The development of logical thinking in early childhood is crucial, as it forms the foundation for lifelong learning and effective participation in society. However, many young children today cannot reason, ask questions, or explain the causes of problems they encounter. Piaget (1977) emphasized that young children learn best through direct experiences and hands-on activities, particularly during the preoperational stage of cognitive development. In parallel, Vygotsky (1978) highlighted the importance of adult guidance through open-ended questions within the Zone of Proximal Development (ZPD), which fosters deeper thinking and learning. Bloom’s theory also supports learning through systematic thinking and continuous practice. Therefore, integrating mathematics-based learning activities with open-ended questioning provides an effective approach to enhance observation, comparison, analysis, and problem-solving skills in young children—serving as a strong foundation for high-quality learning. The purpose of this study was to study the effects of mathematics-based learning activity provision using questions to promote logical thinking for young children, both before and after the intervention.

Methodology: The target group used in this study was 28 male and female young children aged between 5 and 6 years old studying in kindergarten 3, Semester 2, Academic Year 2021, Anuban Chonburi School, Mueang Chonburi District, Chonburi Province, under Chonburi Primary Educational Service Area Office 1. The tools used in the study were 24 plans on mathematics-based learning activities and questions to promote logical thinking for young children, and a logical thinking assessment form for young children. Data were analyzed by mean, standard deviation, and content analysis. The researcher individually assessed each child using a logical thinking assessment tool designed for early childhood learners, both prior to and following the implementation of mathematics-based learning activities that incorporated questioning strategies. The intervention was carried out over a period of eight weeks, with three activities implemented each week during the “experiential activity” sessions held on Mondays, Wednesdays, and Fridays, from 9:30 a.m. to 10:00 a.m. A total of 24 learning activities were conducted throughout the study.

Results: The results of the study revealed that young children who engaged in mathematics-based learning activities using questions to promote logical thinking had higher scores than before engaging in the activities. The average scores of logical thinking were significantly higher than before the experiment in comparative, data analysis, and data retrieval aspects, respectively.

Conclusion: Based on the post-implementation observations of mathematics-based learning activities integrated with questioning strategies, it can be concluded that early childhood learners demonstrated noticeable improvement in their logical thinking skills across all three domains: (1) comparison, (2) data analysis, and (3) data retrieval aspects. Children exhibited positive behavioral changes and developed reasoning abilities independently. These findings indicate that integrating mathematics learning activities with structured questioning can effectively enhance logical reasoning in early childhood education. Observations further revealed meaningful cognitive engagement and development in children's logical thinking processes throughout the study.