Modelo de programación neurolingüística y su incidencia en el pensamiento lógico-matemático, básica media, Escuela Oriente Ecuatoriano, Santa Rosa, 2024-2025

Abstract

In the formative process, inclusion should be an unavoidable and undeniable principle for any student and regardless of the context, so that several models have emerged that seek to ensure that this reality is really developed. Among these models, Neurolinguistic Programming has been pointed out in order to determine its incidence in the development of logical-mathematical thinking in the middle sub-level of the school of basic general education Oriente Ecuatoriano obeying a mixed approach study and with bibliographic information gathering practices and diagnostic procedures in the field. The techniques applied in this panorama are the result of a process of operationalization of variables derived from hypotheses that are really considered to be very interesting, thus giving shape to techniques in a suitable and pertinent manner, such as, a survey and two tests aimed at the students, an interview aimed at the educators and a documentary review of qualifications. For the analysis, induction and deduction of information, the data extracted from a population of 254 students and 4 teachers were considered, of which 92 schoolchildren were involved and all the teachers participated, organizing each reality through the use of tables and percentage graphs which was an indispensable action for the punctuation of results, among which it is understood that: learning styles vary from one student to another due to the cognitive variability that eventually also influences the reiteration that the visual and kinesthetic learning style have greater possibilities than the auditory one in the development of logical-mathematical thinking.