Mathematical logic is fundamental today in the scientific field. Therefore, engineering students must be competent in logical operations. In this paper, first-year engineering students were asked to solve four problems related to the teaching and learning of two-dimensional geometric shapes as part of an evaluation, generating a variety of responses, within the parameters of the four types of logic. This document presents and analyzes these results, and compares and discusses the differences between natural human reasoning and engineering logic. It seeks to explain the defects in logical reasoning that occur despite formal training and considers several possible cultural and psychological explanations for this phenomenon.