When choosing a methodology for the teaching-learning process of logical-mathematical thinking, the possibilities available to the teacher are immense. The Montessori method is known for being based on freedom and spontaneous activity, as well as for the characteristic material used. The main objective of this research is to show the pedagogical possibilities of the Montessori method for the learning of the logical-mathematical competence in Second Cycle classes of Preprimary Education. Participants were 39 children. Three didactic activities based on the Montessori method were designed for the purpose of the study, and the instrument used to gather information was a Likert scale check list composed by a number of measurable items related to addition, subtraction, and operations on inequalities. The results of the study encourage both practicing and future teachers to apply the Montessori method in the classrooms as it is an attractive methodology for preprimary students and motivates them to learn contents. It can be concluded that endless contents can be developed with this method, not only logical-mathematical ones, but also any aspect that can be dealt with in the classroom.

Cultural family leisure refers to participation in cultural events, visits to museums, attending concerts, and/or any other activity with an artistic or cultural component. Its characteristics shape family coexistence, bonds, lived experiences, memories, and quality family moments. Several authors argue that it influences children’s development and the adolescent stage, as it provides a safe space to explore interests, express emotions, strengthen self-esteem, develop creativity, and foster positive bonds with culture and art. Social changes, globalization and immediacy, and the shortage of time needed to “do it all” (work, studies, health, family, friends, etc.) are reducing its presence, thereby decreasing the quality of family time. This study, in compliance with the ethical principles of research with human beings, analyzes adolescents’ perception of cultural family leisure. The participating sample consists of 1,054 Spanish students aged 11–16 who answered an ad hoc questionnaire composed of 48 items. The study is descriptive, correlational, cross-sectional, and non-experimental. The results show that adolescents perceive that little time is shared as a family and that little importance is attached to family leisure, and that, for the most part, it is organized by external agents rather than within the family itself. However, they underscore the importance of family leisure for communication and personal development. In conclusion, the study proposes socio-educational and cultural actions within the family sphere to promote cultural leisure.