Enseñanza de las matemáticas en contextos de aulas multigrados: una revisión sistemática
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Fecha
2025
Autores
Quintana, Marisol
Salazar-Torres, Juan-Pablo
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Universidad Francisco de Paula Santander
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Esta revisión sistemática analiza la enseñanza de las matemáticas en contextos de aulas multigrado, así como, las estrategias didácticas utilizadas en este contexto, el cual, es un entorno educativo caracterizado por la heterogeneidad de edades y niveles académicos que surge de los modelos flexibles como una apuesta educativa para dar respuesta a entornos complejos, dispersos, apartados, de difícil acceso y/o zonas rurales. Para ello, se abordó el enfoque cualitativo con un diseño documental, contando con una muestra documental conformada por 50 artículos publicados en bases de datos indexada. La búsqueda de la información fue realizada entre enero de 2019 y marzo de 2025 en bases de datos como Scopus, Scielo, Redalyc, Dialnet, ScienceDirect y Springer Nature.. Para el análisis de la información se utilizó la técnica de análisis cualitativo de contenido y la saturación de categorías mediante la estructuración de los códigos. Los resultados revelan una predilección por enfoques pedagógicos inclusivos y contextualizados, el uso de material manipulativo y ludificación, el aprendizaje colaborativo y diferenciado, la integración de tecnologías emergentes y la necesidad en torno a la formación docente. Se discuten los desafíos persistentes, como la gestión de un currículo flexible y contextualizado y la escasez de recursos adaptados. Las conclusiones apuntan a la necesidad de reconfigurar el quehacer pedagógico del profesor de matemáticas y la contextualización del conocimiento matemático que reconozca los valores culturales, sociales y funcionales del entorno, los ritmos de aprendizaje y la heterogeneidad del aula, destacando el valor agregado que tiene el aula multigrado como laboratorio de innovación y la necesidad de apoyo continuo para los docentes.
This systematic review analyzes the teaching of mathematics in multigraded classroom contexts, as well as the teaching strategies used in this context. This is an educational environment characterized by the heterogeneity of ages and academic levels that arises from flexible models as an educational approach to respond to complex, dispersed, remote, difficult-to-access, and/or rural areas. To this end, a qualitative approach with a documentary design was used, with a documentary sample consisting of 50 articles published in indexed databases. The search for information was conducted between January 2019 and March 2025 in databases such as Scopus, Scielo, Redalyc, Dialnet, ScienceDirect, and Springer Nature. Qualitative content analysis and category saturation through code structuring were used to analyze the information. The results reveal a preference for inclusive and contextualized pedagogical approaches, the use of manipulative materials and gamification, collaborative and differentiated learning, the integration of emerging technologies, and the need for teacher training. Persistent challenges are discussed, such as managing a flexible and contextualized curriculum and the scarcity of adapted resources. The conclusions point to the need to reconfigure the pedagogical work of the mathematics teacher and the contextualization of mathematical knowledge, recognizing the cultural, social, and functional values of the environment, the learning paces, and the heterogeneity of the classroom, highlighting the added value of the multigraded classroom as an innovation laboratory and the need for continuous support for teachers.
This systematic review analyzes the teaching of mathematics in multigraded classroom contexts, as well as the teaching strategies used in this context. This is an educational environment characterized by the heterogeneity of ages and academic levels that arises from flexible models as an educational approach to respond to complex, dispersed, remote, difficult-to-access, and/or rural areas. To this end, a qualitative approach with a documentary design was used, with a documentary sample consisting of 50 articles published in indexed databases. The search for information was conducted between January 2019 and March 2025 in databases such as Scopus, Scielo, Redalyc, Dialnet, ScienceDirect, and Springer Nature. Qualitative content analysis and category saturation through code structuring were used to analyze the information. The results reveal a preference for inclusive and contextualized pedagogical approaches, the use of manipulative materials and gamification, collaborative and differentiated learning, the integration of emerging technologies, and the need for teacher training. Persistent challenges are discussed, such as managing a flexible and contextualized curriculum and the scarcity of adapted resources. The conclusions point to the need to reconfigure the pedagogical work of the mathematics teacher and the contextualization of mathematical knowledge, recognizing the cultural, social, and functional values of the environment, the learning paces, and the heterogeneity of the classroom, highlighting the added value of the multigraded classroom as an innovation laboratory and the need for continuous support for teachers.
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Palabras clave
Aula multigrado, Didáctica de las matemáticas, Estrategias didácticas, Educación rural
