https://sloap.org/journal/index.php/ijpm/issue/feed 2026-12-31T00:00:00+00:00 Editorial Office editorsloap@gmail.com Open Journal Systems <p style="text-align: justify;"><strong>IJPM</strong> is published in English and it is open to authors around the world regardless of the nationality. The frequency or number of issues per year is continous.<br />ISSN 2632-9417</p> https://sloap.org/journal/index.php/ijpm/article/view/2466 2026-02-02T14:43:08+00:00 Eddie José Alcívar Castro eddie.alcivar@uleam.edu.ec Betty Dalinda Bravo-Andrade betty.bravo@uleam.edu.ec Orley Teodocio Loor-Solórzano orley.loor@uleam.edu.ec Yenny Alexandra Zambrano-Villegas yenny.zambrano@uleam.edu.ec Gema Michelle Alcivar-Vera gemam.alcivar@uleam.edu.ec

<p>This research aimed to analyze the relationship between pedagogical teaching methods and the development of logical-mathematical reasoning in first-year high school students at the San Cayetano Educational Unit, located in the Chone canton. The learning challenges are primarily linked to the predominance of traditional and repetitive methodologies in the classroom, as well as insufficient pedagogical training for teachers, factors that limit the development of logical-mathematical skills in students. Within this framework, a classification of content related to didactics, pedagogy, and logical-mathematical reasoning was developed, considering teaching practices based on teachers' knowledge and professional experience. The study employed a mixed-methods approach, integrating qualitative, quantitative, and documentary methods, with an exploratory-descriptive design. Data analysis was conducted using descriptive statistics, allowing for an objective and precise interpretation of the results, complemented by the application of inductive and deductive reasoning. Data collection techniques included observation checklists and surveys. The results show that the application of pedagogical teaching strategies has a positive influence on the development of logical-mathematical reasoning, observing that only a small percentage of students present a poorly developed level, in contrast to the majority, who reach developed and highly developed levels.</p>

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