Innovative didactic strategies for strengthening logical-mathematical thinking in high school and higher education students
DOI:
https://doi.org/10.63969/hn6ny654Keywords:
logical-mathematical thinking, active methodologies, problem-solving, educational transition, didactic innovationAbstract
Logical-mathematical thinking is a fundamental competence for students' academic and professional development, particularly during the transition from secondary education to higher education. However, various studies report persistent difficulties in understanding, applying, and transferring mathematical concepts between these educational levels. This article aims to analyze the impact of innovative didactic strategies based on active methodologies, problem-solving, and meaningful learning, focused on strengthening logical-mathematical thinking in secondary and higher education students. A quantitative approach with a quasi-experimental design was employed, using hypothetical data generated randomly and consistently with the methodological design. The sample consisted of 120 students equally distributed between both educational levels. Hypothetical results indicate significant improvements in logical reasoning, analytical skills, and complex problem-solving among students who participated in the didactic intervention. It is concluded that the systematic implementation of active methodologies promotes educational continuity and contributes to the comprehensive development of mathematical thinking.
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Copyright (c) 2026 Estrella Katherine Rea Rea , Jessica Elizabeth González Díaz , María Belén Samaniego Loor , Narcisa Alexandra Cuero Góngora , Bélgica Yojanna Cevallos Caicedo (Autor/a)
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