Estrategias Neurodidácticas para el Aprendizaje del Álgebra y Funciones: Un Estudio Cuasiexperimental Longitudinal en Décimo Grado

Low performance in algebra and mathematical functions in the Upper sublevel of General Basic Education in Ecuador constitutes a persistent problem whose roots combine methodological deficits and affective inhibition toward the discipline. This study evaluated the effect of a neurodidactic strategies program on the algebraic performance of tenth-grade students through a quasi-experimental design with control and experimental groups, using longitudinal measurements over eight months. The sample consisted of 86 students—experimental group: n = 44; control group: n = 42—from the Unidad Educativa Particular José Antonio Eguiguren - La Salle, Loja, Ecuador. A 30-item achievement test validated through expert judgment (CVI = .91, α = .87) was administered and structured into three dimensions: algebraic manipulation, function analysis, and contextual modeling. The main analysis using ANCOVA, with the pretest as a covariate, revealed statistically significant differences in favor of the experimental group (F(1, 83) = 47.32, p < .001, η²p = .363, d = 1.48). The mixed linear model applied across the four measurement points confirmed a significant differential growth trajectory (F(3, 250) = 18.74, p < .001, η²p = .184), with progressive acceleration in the experimental group starting in the third month. The results indicate that the integration of multicomponent neurodidactic strategies produces large-magnitude gains in algebra learning, with direct implications for the methodological renewal of mathematics teaching at the Upper sublevel of General Basic Education in Ecuador.