Learning Difficulties in Mathematics and Exact Sciences: A Comparative Analysis Between Secondary Education and Higher Education
DOI:
https://doi.org/10.63969/v5jmje12Keywords:
learning difficulties, mathematics, exact sciences, secondary education, higher educationAbstract
Learning difficulties in mathematics and exact sciences represent a persistent challenge within educational systems and become particularly evident during the transition from secondary education to higher education. These difficulties affect academic performance, student retention, and access to scientific and technological careers. The objective of this study was to analyze, from a theoretical perspective, the main learning difficulties reported in scientific literature regarding mathematics and exact sciences during this educational transition. The research was conducted through a narrative review of specialized literature, based on the analysis of scientific articles, academic books, and educational reports retrieved from recognized academic databases. The analysis allowed the identification of pedagogical, cognitive, and affective factors associated with academic performance in these areas of knowledge. The findings indicate that the main difficulties are related to limitations in conceptual understanding, logical reasoning, and complex problem-solving. Additionally, formative gaps between educational levels were identified, mainly linked to traditional teaching approaches and limited curricular articulation. The study concludes that strengthening pedagogical continuity between secondary and higher education is essential through active teaching strategies that promote the progressive development of logical and scientific thinking.
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Copyright (c) 2026 Leidy Virginia Realpe Cancio , Diana Carolina Quintero Quintero , Verónica Beatriz Torres Tamayo , Carmen Emir Cabezas Gallo , Edith Kelly Hurtado Bedoya (Autor/a)
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