Publicado:
2026-04-07Número:
Vol. 1 Núm. 17 (2026): Revista Noria - Investigación Educativa (enero - junio de 2026)Sección:
ArtículosEstrategias y retos en la educación inclusiva en matemáticas: una revisión sistemática de literatura
Strategies and Challenges in Inclusive Mathematics Education: A Systematic Literature Review
Palabras clave:
Educación Inclusiva, Enseñanza de las Matemáticas, Ajustes Razonables, ABP (Aprendizaje Basado en Problemas), Las arañas (orden Aranae), Categorías taxonómicas de los seres vivos, aprendizaje significativo., Diversidad, diseño universal para el aprendizaje, formación docente (es).Palabras clave:
Diversity, Inclusive Education, Mathematics Teaching, Reasonable Accommodations, Teacher Training, Universal Design for Learning (en).Descargas
Resumen (es)
La educación inclusiva en matemáticas constituye uno de los principales desafíos para lograr una enseñanza equitativa y de calidad en sistemas educativos diversos. Este artículo presenta una revisión sistemática de la literatura centrada en las estrategias y los retos vinculados a la implementación de ajustes razonables y prácticas pedagógicas inclusivas en la enseñanza de las matemáticas. La revisión se desarrolló bajo el protocolo PRISMA 2020, a partir del análisis de 26 estudios empíricos publicados entre 2015 y 2025, seleccionados en bases de datos indexadas como Scopus y Web of Science. Los artículos fueron clasificados según su enfoque en estudiantes, docentes, ambos actores o recursos didácticos, y se aplicó un análisis temático para identificar patrones, buenas prácticas y barreras persistentes. Los hallazgos muestran que la inclusión efectiva depende no solo de herramientas o adaptaciones, sino de una transformación profunda de las prácticas docentes, el uso de tecnologías accesibles, la flexibilidad curricular y una cultura institucional comprometida con la equidad. Además, se recopilaron propuestas no implementadas formuladas por los autores, las cuales ofrecen rutas futuras para la investigación y la innovación educativa. Esta revisión proporciona una base empírica y reflexiva para el diseño de políticas, programas de formación docente y estrategias didácticas que favorezcan una educación matemática más inclusiva y significativa para todos los estudiantes.
Resumen (en)
Inclusive mathematics education constitutes one of the main challenges in achieving equitable and high-quality education in diverse educational systems. This article presents a systematic literature review focused on the strategies and challenges associated with the implementation of reasonable accommodations and inclusive pedagogical practices in mathematics education. The review was conducted in accordance with the PRISMA 2020 protocol and is based on the analysis of 26 empirical studies published between 2015 and 2024, selected from indexed databases such as Scopus and Web of Science. The articles were classified according to their focus on students, teachers, both groups, or instructional resources, and a thematic analysis was conducted to identify patterns, best practices, and persistent barriers. The findings indicate that effective inclusion depends not only on tools or adaptations, but also on a profound transformation of teaching practices, the use of accessible technologies, curricular flexibility, and an institutional culture committed to equity. In addition, the review identified unimplemented proposals suggested by the authors, which provide directions for future research and educational innovation. This review offers an empirical and reflective foundation for the design of policies, teacher education programs, and instructional strategies aimed at fostering more inclusive and meaningful mathematics education for all students.
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Derechos de autor 2026 Isaac Dodino Duarte, María Camila Amaya Badillo, Kenia Karolina Latorre Cañizares
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
