https://sloap.org/journal/index.php/ijpm <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> Scientific and Literature Open Access Publishing en-US International journal of physics and mathematics 2632-9417 <p>Articles published in the International Journal of Physics &amp; Mathematics (<strong>IJPM</strong>) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (<a href="https://creativecommons.org/licenses/by-nc-nd/4.0/" target="_blank" rel="noopener">CC BY-NC-ND 4.0</a>). Authors retain copyright in their work and grant <strong>IJPM&nbsp;</strong>right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.</p> <p>Articles published in <strong>IJPM&nbsp;</strong>can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (<em>e.g., post it to an institutional repository or publish it in a book</em>), with an acknowledgment of its initial publication in this journal.</p> https://sloap.org/journal/index.php/ijpm/article/view/2466 <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> Eddie José Alcívar Castro Betty Dalinda Bravo-Andrade Orley Teodocio Loor-Solórzano Yenny Alexandra Zambrano-Villegas Gema Michelle Alcivar-Vera Copyright (c) 2026 International journal of physics and mathematics http://creativecommons.org/licenses/by-nc-nd/4.0 2026-02-02 2026-02-02 9 1 1 8 10.21744/ijpm.v9n1.2466