El razonamiento lógico matemático y el rendimiento académico

Abstract

The present research work, called “Logical-mathematical reasoning and academic performance”, has as its line of research the evaluation of learning. It was developed in the educational unit “Liceo Joaquín Arias”, with third year high school students from the “A” and “D” parallels. The main objective of this study was to identify if there is a relationship between logical-mathematical reasoning and academic performance in this group of students. To achieve this objective, a non-experimental design of a transversal type and correlational level was used. It has a mixed approach, which combines quantitative and qualitative methods. The TOLT Test was applied as an instrument, developed and validated by Tobin and Capié, which allowed evaluating logical-mathematical reasoning in these students. Likewise, academic performance was analyzed from documented information from the institution's teachers. The test revealed that 76.09% of the students were at a concrete level of thinking, 23.91% were at a transitive level of thinking, and none reached the formal level of thinking. In addition, the application of the chi-square statistic allowed the null hypothesis to be rejected and the alternative hypothesis to be accepted, which shows that logical-mathematical reasoning is related to academic performance. These results revealed a clear need to promote logicalmathematical reasoning from an early age, since this skill is not only crucial for the development of mathematical skills, but also contributes to strengthening students' critical thinking. Therefore, it is concluded that the implementation of innovative pedagogical strategies that awaken students' interest and curiosity is essential. These strategies must integrate theoretical knowledge with practical applications in real life, in addition to integrating information and communication technologies in the teaching-learning process.