Análisis correlacional del razonamiento lógico abstracto y deductivo con el rendimiento académico en general y en el área matemática
Abstract
The teaching of mathematics is influenced by different variables and it is expected that after completing the cycles of mathematics education, students will have different skills useful for daily life. By understanding both what influences teaching and what is actually achieved by teaching, we can improve mathematics classes. Based on other instruments, one was designed that attempts to measure logical reasoning based on deductive ability and abstraction capacity. The study was carried out with a sample corresponding to undergraduate students with a focus on teaching, in a private school in northern Mexico, with an average age of 21 years. It was found that logical reasoning has no correlation with general academic performance (ρ = .262, p = .061) but does correlate with mathematical academic performance (ρ = .303, p = .041). This last linear correlation was positive and indicates to us that as logical reasoning increases, academic performance in mathematics increases, and as one of them decreases, so does the other.
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