International journal of physics and mathematics

Didactic pedagogical application and logical-mathematical reasoning in high school students

Eddie José Alcívar Castro — 2026-02-02

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.

Teaching grade 6 mathematics towards developing students’ mathematical communication competence through learning games with the support of digital tools

Nguyen Thi Huong Lan — 2026-05-03

The results of the study indicate that students’ mathematical communication competence improved after the implementation of lessons integrating learning games and digital tools. The increase is evident not only in test scores but also in classroom behavior, where students participated more actively, explained their thinking more clearly, and engaged more frequently in discussion. What stands out is not just the level of improvement, but the way it happened. When students were placed in situations that required interaction, supported by tools that allowed everyone to participate, communication became a natural part of learning rather than a separate objective. This suggests that developing communication competence depends heavily on how learning activities are designed. The findings provide a practical direction for teaching mathematics in lower secondary education. Integrating game-based activities with digital tools can create a learning environment that encourages students to express ideas, listen to others, and refine their thinking through interaction. At the same time, the study was limited to one group of 65 students and a relatively short intervention period. Further work could extend the duration, involve more schools, or compare different teaching approaches to better understand long-term effects. Even with these limitations, the findings still offer useful initial evidence that this approach can be applied effectively in the context of Tuyen Quang province.

AI-supported grade 10 mathematics teaching for developing students’ self-regulated learning competence in Vietnam

Nguyen Thi Huong Lan — 2026-05-03

This study examines the implementation of artificial intelligence-supported Grade 10 mathematics teaching and its effectiveness in developing students’ self-regulated learning competence in Tuyen Quang Province, Vietnam. A mixed-methods approach was employed, combining quantitative data from 198 students with qualitative observations and interviews. The results indicate that students’ self-regulated learning competence was initially at a moderate level, with stronger performance in motivational and behavioral aspects than in cognitive strategies. After the intervention, significant improvements were observed in self-monitoring, reflection, learning motivation, and problem-solving autonomy. Statistical analysis also revealed gender differences, with female students outperforming male students in certain dimensions of self-regulated learning. In addition, teachers demonstrated high awareness of the importance of self-regulated learning but limited use of artificial intelligence in instructional practices. The findings suggest that artificial intelligence, when used as a learning companion with scaffolding and guided questioning, can effectively enhance students’ autonomy and engagement. The study provides empirical evidence from a local Vietnamese context and offers practical implications for integrating artificial intelligence into mathematics education.