The general objective of the research was to identify the variables that integrate the learning barriers in students at the higher level of the Autonomous University of Coahuila, the methodology used was quantitative, transversal, exploratory, descriptive and explanatory with a comparative and integrational methodical derivation. The collection of responses was carried out from a virtual instrument composed of 23 signalitic variables and 105 variables on a decimal scale of ratio. The sample consisted of 320 subjects, for which a non-probabilistic sample was used through the convenience strategy. The statistical levels that were processed were: frequencies and percentages in addition to comparison. The main results indicated that students are in family contexts within which there is helplessness, disinterest, violence and detachment, which generates limitations and complications that are reflected in the teaching-learning process. The outstanding conclusions are that most of the havoc and complexities for the educational process of the university student come from digital skills, abilities and abilities, which can be said given that tools, platforms and virtual sites have symbolized limitations and arduous obstacles in the generation of student knowledge, as well as.

The objective of this work was to identify the relationship between emotional intelligence and the academic performance of students at Margarita Masa de Juárez High School and Ignacio De Zaragoza School. The methodology used was quantitative, with a cross-sectional design, with a correlational and integrational methodical derivation. The collection of information was carried out through an instrument where the topics of emotional intelligence and academic performance were observed, the sample was made up of 120 students, the sampling method was non-probabilistic, through the strategy of sampling for convenience. The statistical techniques used were frequencies and percentages, comparative, correlational and integrational through factor analysis. The contribution of the study it is from the statistical empirical evidence that allows us to affirm that when there are teachers with willingness, responsibility and who understand the capacities and how young people learn, there is a security connection between the teacher - student; With this, emotions are recognized through the observation of the behavior of difficult situations and problems in an empathic way where the family environment plays an important supporting role; the school-family duality impacts the academic performance of adolescents.

The aim is to show metacognition in how mathematics and culture are related in the sculptural work of Master Sebastián; with a deep playful character from which it emerges. Constituting a kind of artistic syncretism of apparently divergent beliefs between the plastic world, pure mathematics, abstract geometry and computational cybernetics. Methodology, study with a qualitative approach, the variables to consider were: Bach's baroque music with the canon and fugue, Gödel's theorem with the incompleteness of the axiomatic system; Eschery lithographs the reiteration of forms; Borje's literary-mathematical paradoxes; recursive programming routines in artificial intelligence systems (expert systems, mathematics) and Sebastián's sculpture. In conclusion, the convergence between Bach's baroque music can be identified, through the generation of the canon and the fugue; Gödel's theorem on the incompleteness of the axiomatic system, the reiteration of forms that invent themselves in Escher's lithographs, the literary-mathematical paradoxes in the stories of Jorge Luis Borges, and the use of recursive routines in the programming of expert systems or artificial intelligence. This game of plastic metamorphosis with which Sebastián surprised us a few years ago, turns out to predate the concept of the transformers, long before Hollywood made them a commercial success. As in the most diverse efforts of syncretism, Sebastián has traveled close to profanation as the staunch conservatives of the elite of scientists and artists can describe it.

The objective of this article was to analyze the interaction that have mentoring and emotions in the college student. This topic has brought great interest in the educational field as a way to improve the educational and socioemotional development of the students of the bachelor in Science of education in the Faculty of Science, Education and Humanities of the UAdeC; which are assisted through the Institutional Program of mentoring that today is overriding for the integral accompaniment of the college student where the orientation and cognitive support is attended for the student’s academic development; Likewise the emotional element, serving the same emotional education in learning, application and strategy practices, cognitive, skill values, socialization and self-control for an integral education. Consequently, emotions alert the danger of a situation within the educational praxis and mentoring in the possibilities of success or failure when faced. The ample is conformed by a total of 155 students of bachelor’s in science of Education.

An investigation was developed with the aim of elucidating the research processes that students follow at different educational levels to develop engineering projects within the Feria Nacional de Ciencias e Ingenierías de Coahuila, with the database used by the Consejo Estatal de Ciencia y Tecnología de Coahuila (COECyT), which consists of 135 projects from which 311 cases were obtained, evaluated by 62 expert researchers designated by the COECyT. Given that the evaluation formats were in Likert-type scales, they were transformed to a standardized centesimal scale and analyzed with statistics of central tendency, dispersion, correlation and discriminant analysis. The conclusion indicates that the development of student projects has original processes that are not subject to a strict methodology, rather, students develop their projects with the help of teachers proposing and developing solutions step by step, in each stage of the investigation, except in the formal requirements of the contest. We can also affirm that the projects have an average methodological identity of 50% in each educational level, according to the discriminant analysis.