The general objective was to establish the relationship between learning styles (active, reflective, theoretical, and pragmatic) and the resolution of quantity problems among third-year secondary students at the Institución Educativa República del Perú 601014 in Caballo Cocha in 2022. Research type: descriptive correlational, with a quantitative approach and a non-experimental field design, cross-sectional. Population and sample: 27 students. Instruments: The CHAEA (Honey-Alonso) questionnaire consisting of 80 questions on learning styles and an 8-question test on the resolution of quantity problems were administered. Statistical analysis: Descriptive – 81% of the students were classified as having an average learning style, with 52% of the students reaching the “process” level, while only 4% achieved the “destacado” level. Inferential – Spearman’s Rho correlation showed...