Elian Jamil Hernández Cueva, Lisbeth Alexandra Zuñiga Montaño, Susana Belén Susana Belén, Monica Yolanda Jimenez Flores, Yajaira Maribel Pinta Herrera, Karen Rosibel Ramírez Veintimilla
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.