Estudio psiconeuropedagógico de funciones ejecutivas en el proceso de razonamiento matemático en un secundario bonaerense.

This research, carried out between 2014 and 2016, aimed at the recognition of the characteristics of reasoning and metacognition that are involved in the competences currently required for its application in the area of mathematics in secondary level students aged between 13 and 18, discovering strengths and weaknesses in their learning processes. it also focuses on the results of a psychopedagogical intervention with important contributions from the neurosciences. the method was the research of executive functions and abstract reasoning effectiveness in academic tests, in pre and post stages, experiment with a training designed with self-regulatory guidelines, finding some permanence and significant deviations in the values of certain variables and in the improvement of the mathematical reasoning. an approach and systematized work in the classroom that concomitantly stimulates and develops metacognition, memory, cognitive flexibility and behavioral inhibition in that area of study during the school year, would favor the improvements in the psycho-cognitive processes involved in mathematical reasoning. [ABSTRACT FROM AUTHOR]