Razonamiento lógico-matemático en alumnos de primer semestre de bachillerato de la Universidad de Guadalajara.

• DOI: https://doi.org/10.22533/at.ed.579112528026

• Palavras-chave: Pensamiento lógico-matemático; estrés académico; metodología de enseñanza; evaluación formativa.

• Keywords: Logical-mathematical thinking; academic stress; teaching methodology; formative assessment

• Abstract: This study addresses the development of logical-mathematical thinking in students entering the first semester of the General Baccalaureate by Competencies and the Technological Baccalaureate in Tourism at the University of Guadalajara, particularly in the Vocational School, where problems in the teaching of mathematics have been detected from pedagogical, methodological, and affective perspectives.It was revealed that mathematical content taught with traditional rote approaches does not foster meaningful learning and results in a poor image of the subject. The main problems are the lack of clarity in the transmission of concepts (around 40% of students find them confusing) and the accessibility of teaching (only 14% believe that teachers can clarify their doubts). More than half of the students have very high levels of test anxiety (more than 50%), and this negatively affects their academic performance. A mixed-methods study using document analysis was conducted to study trends in student perceptions in the 2024A and 2024B calendar years. The findings indicated a need to integrate proactive approaches, professional development, and technological tools to enhance mathematics teaching. Improving the use of digital resources, implementing emotion regulation strategies, and modifying assessment forms should make exams more situational, as they reflect accessibility in teaching and build a positive academic climate for the development of logical and mathematical skills.