La vulnerabilidad en la literatura de Educación Matemática: poblaciones y factores

Silvia Patricia Romero Hidalgo; Mario Sánchez Aguilar; María Trigueros Gaisman

Ayuda

La vulnerabilidad en la literatura de Educación Matemática: poblaciones y factores

Silvia Patricia Romero-Hidalgo ^[1] ; Mario Sánchez Aguilar ^[1] ; María Trigueros Gaisman ^[2]
1. [1] Instituto Politécnico Nacional
  
  Instituto Politécnico Nacional
  
  México
2. [2] Benemérita Universidad Autónoma de Puebla
  
  Benemérita Universidad Autónoma de Puebla
  
  México
Localización: Educación matemática, ISSN-e 0187-8298, ISSN 1665-5826, Vol. 36, Nº. 2, 2024, págs. 184-212
Idioma: español
DOI: 10.24844/EM3602.07
Títulos paralelos:
- Vulnerability in Mathematics Education Literature: populations and factors
Enlaces
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Resumen
- español
  Este artículo presenta una revisión de literatura enfocada en investigar la conceptualización de la vulnerabilidad en el campo de la Educación Matemática. Se plantean tres preguntas: ¿cómo se entiende el concepto de vulnerabilidad en la Educación Matemática?, ¿qué poblaciones se contemplan como vulnerables y cuáles son sus características? y ¿qué factores promueven la vulnerabilidad y qué acciones o intervenciones se han implementado para aminorarla? Se seleccionaron 22 artículos publicados entre 2019 y 2023. A partir de la revisión de literatura, se propone un modelo inclusión/exclusión que contribuye a la clarificación del concepto de vulnerabilidad. Se reconocen cuatro grupos poblacionales vulnerables que han sido objeto de estudio desde el campo de la Educación Matemática. Se distinguen estudios con perspectiva de exclusión o inclusión. En el primer grupo, los conceptos clave son la numeracidad y el lenguaje, mientras que en el segundo, el concepto clave es la educación inclusiva. Los resultados subrayan la necesidad de ampliar la investigación y las acciones educativas para favorecer la inclusión de poblaciones vulnerables poco estudiadas en Educación Matemática.
- English
  This article presents a literature review focused on investigating the conceptualization of vulnerability in the field of Mathematics Education. Three questions are posed: How is the concept of vulnerability understood in Mathematics Education? And which populations are considered vulnerable and what are their characteristics? And what factors promote vulnerability and what actions or interventions have been implemented to mitigate it? Twenty-two articles published between 2019 and 2023 were selected. Based on the literature review, an inclusion/exclusion model is proposed that contributes to the clarity of the concept of vulnerability. Four population groups were identified that have been studied in the field of Mathematics Education. Studies are distinguished in the perspective if exclusion or inclusion. In the former group, key concepts are numeracy and language, while in the latter, the key concept is inclusive education. The results suggest the need to expand the research and educational actions to promote the inclusion of vulnerable populations that have been under-studied in Mathematics Education.
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