Análisis de los resultados del rendimiento estudiantil en razonamiento matemático a partir de la aplicación de una prueba estandarizada, en relación con los enfoques evaluativos, hábitos de estudio y recomendaciones pedagógicas para el área de Matemática

Abstract

Abstract: This research analyzed student performance in mathematical reasoning based on the application of a standardized test, in relation to the topics covered in the school year, study habits, and pedagogical recommendations in the area of ​​mathematics. The study was conducted at a private educational institution in the city of Loja (Ecuador) with the participation of eighth-grade students from the 2024-2025 academic year, whose parents or guardians authorized their participation through informed consent. A quantitative approach with a quasi-experimental scope was used, complemented by qualitative elements. The survey was employed as the technique, and the main instrument was an online questionnaire based on a contextualized exam model. The results showed that students demonstrate greater mastery when working with familiar structures, but have difficulties arguing and applying concepts in new situations. Furthermore, it was observed that organized study habits and active methodologies promote logical reasoning. The need to strengthen formative, dynamic, and process-centered assessment practices to improve mathematical learning is reaffirmed.