Didactic Guide Based on Universal Design for Learning (UDL) for the Development of Logical–Mathematical Reasoning in Technical High School Students

Abstract

Introduction: This article presents the results of a research study aimed at designing a didactic guide based on Universal Design for Learning (UDL) to enhance logical–mathematical reasoning in first-year Technical Baccalaureate students at Juan Modesto Carbo Noboa Public High School, located in the Guasmo Sur sector of Guayaquil. The identified problem reflects low levels of numerical understanding, difficulties in handling algebraic expressions, and limited mastery of operational properties, evidenced through an initial diagnostic assessment that included a written test, student questionnaire, and structured classroom observation. A mixed-methods approach, descriptive scope, and sequential design were applied, supported by validated instruments and expert review. Findings revealed a high percentage of students performing at low levels, as well as pedagogical barriers associated with limited use of multirepresentational resources and differentiated strategies. Based on this analysis, a didactic proposal grounded in UDL principles was developed and later validated by specialists, achieving scores above 90% in coherence, relevance, applicability, and contextual adequacy. The results indicate that a didactic guide structured under UDL principles is a viable alternative to address classroom diversity and improve logical–mathematical reasoning in vulnerable educational environments such as Guasmo Sur.