This article is derived from the research entitled "ICT in pedagogical practice as a strategy for strengthening, motivation and development of mathematical logical thinking in second grade children of the Sierra Morena IED school", which inquired about the extent to which the implementation of ICT as an agent of change to pedagogical practices can generate progress in the development of mathematical logical thinking in the aforementioned students. The field work of this work was carried out in four phases, during a period of 3 months, which were developed along with the COVID 19 pandemic and the implementation of virtual distance education as a preventive measure for the spread of this disease. Throughout this research quantitative analysis techniques were deployed in conjunction with instruments such as the standard test, observation, questionnaires, surveys, and various technological tools focused on mathematical logical development The results show that in the objective of integrating ICTs into teaching work, social, economic, conceptual and political problems intervene at the same time as the consistent articulation of previous knowledge in the construction and reconstruction of new knowledge is demonstrated. It is concluded that ICTs constitute a powerful motivating tool that under the right conditions allows to enhance learning and the development of competences, not only of mathematical logical thinking, but in general of all areas of knowledge.