Neurodidáctica para Desarrollar Competencias Matemáticas Usando Estrategias Autogestivas en la Escuela Preparatoria No.3 Universidad de Guadalajara

This study seeks to promote a paradigm shift in upper secondary education through the application of neurodidactics to develop self-management skills in students, fostering their active and reflective participation in the teaching–learning process. Additionally, it evaluates mathematics teachers’ perceptions of their effectiveness in using ICT as a foundation to strengthen self-directed learning. The main issue identified is teachers’ difficulty in achieving mathematical competencies and students’ lack of engagement in their own learning process. The study employed a quantitative approach, using both deductive and inductive methods, supported by questionnaires and statistical analysis through the Student’s t-test. The results show that the implementation of neurodidactic strategies enhances the development of self-management skills and mathematical competencies in ICT-mediated environments. It is concluded that neurodidactics transform teaching practices and promote meaningful learning based on self-management and awareness of the educational process.