Integración de la inteligencia artificial en la enseñanza de las matemáticas para la resolución de problemas y el pensamiento lógico

The present study analyses the effect of integrating Artificial Intelligence tools into mathematics teaching on problem-solving performance and logical thinking among upper basic level students from public educational units within Zonal Coordination 3 of Ecuador, encompassing the provinces of Tungurahua, Cotopaxi, Chimborazo, and Pastaza. A descriptive quantitative design was employed with a sample of 136 students from eighth, ninth, and tenth year of general basic education, distributed across four parallel classroom groups in institutions located in Ambato and Latacunga. Instruments comprised a 40-item mathematical problem-solving test, an analytical reasoning assessment, and a 100-point logical thinking scale administered at three intervals. Results showed that mathematical problem-solving improved by 56.1% relative to baseline, with an effect size of Cohen's d = 2.31. Analytical comprehension increased by 57.1%, whilst the logical thinking index rose by 75.8% across ten weeks of implementation, with a partial eta-squared of 0.618. These findings confirm that artificial intelligence constitutes an effective, adaptive, and scalable pedagogical resource for improving mathematical performance and cognitive development among students in the Ecuadorian educational context.