Hacia una Educación Matemática Inclusiva: desafíos y oportunidades para la equidad.

• DOI: https://doi.org/10.22533/at.ed.2152515102

• Palavras-chave: Matemática inclusiva, equidad, Educación Matemática, diversidad cultural, justicia social

• Keywords: Inclusive Mathematics, Equity, Mathematics Education, Cultural Diversity, Social Justice

• Abstract: Inclusion and equity in mathematics education have acquired increasing relevance in educational research, especially within the context of the cultural and social diversity that characterizes contemporary societies. This paper addresses these issues by reviewing various authors who, from pedagogical, political, and social perspectives, have reflected on the challenges and opportunities facing mathematics education. In general terms, the literature reviewed shows that, although efforts have been made to expand access and democratize education, significant inequalities persist in participation and learning outcomes, particularly among students belonging to minority groups or in vulnerable situations. The approaches analyzed highlight that equity in mathematics education cannot be reduced solely to coverage, but rather requires the creation of inclusive, participatory learning environments that are sensitive to the social and cultural conditions of students. Based on this review, we conclude that inclusion and equity in mathematics education constitute a complex and multifaceted challenge that demands continued research that provides innovative strategies and comprehensive approaches. Only in this way will it be possible to advance toward a mathematics education that promotes social justice and meaningful learning for all.