Aprendizaje Adaptativo con IA en el Desarrollo del Pensamiento Lógico Matemático

This article examines the impact of adaptive learning with artificial intelligence (AI) on the development of logical-mathematical thinking in high school students from a public school in Chimborazo, Ecuador. Using a quasi-experimental design with a control group (n=60) and an experimental group (n=60), academic performance was assessed through the Test of Logical Thinking (TOLT), metrics from the AI platform (ALEKS/Smartick), and perception questionnaires. Results showed significant improvement (p=0.001) in the experimental group (+2.6 points in TOLT) compared to the control group (+0.9 points), supporting AI's effectiveness in personalizing learning. Additionally, 85% of students reported higher motivation, and teachers observed improvements in autonomy (4.1/5 vs. 3.0/5) and persistence (4.4/5 vs. 2.8/5). These findings align with Vygotsky's scaffolding theory and prior research on intelligent tutoring systems (VanLehn, 2011), highlighting AI's potential to address educational gaps in vulnerable contexts. The study provides empirical evidence on the feasibility of implementing these technologies in resource-limited settings while emphasizing the need for teacher training and equitable access.