Dificultades de aprendizaje en matemáticas: análisis de causas y estrategias de intervención pedagógica. Una revisión sistemática
DOI:
https://doi.org/10.26820/reciamuc/9.(4).diciembre.2025.178-201Keywords:
Dificultades de Aprendizaje en Matemáticas, Discalculia, Revisión Sistemática, Intervención Pedagógica, Ansiedad Matemática, Memoria de Trabajo, Enseñanza ExplicitaAbstract
Las dificultades de aprendizaje en matemáticas (DAM), incluyendo la discalculia y otros perfiles de bajo rendimiento, constituyen un problema educativo prevalente con implicaciones significativas para el desarrollo académico y personal. Esta revisión sistemática tiene como objetivo sintetizar la evidencia científica reciente (2007-2025) sobre las causas multifactoriales de las DAM y las estrategias de intervención pedagógica más eficaces. La metodología siguió las directrices PRISMA 2020, con una búsqueda sistemática en bases de datos académicas y una selección crítica de estudios empíricos, revisiones y meta-análisis. Los resultados identifican un entramado causal complejo, donde interactúan déficits en habilidades cognitivas básicas —destacando la memoria de trabajo como predictor clave, factores afectivo-motivacionales —con la ansiedad matemática como mediador central y aspectos didácticos y contextuales, como la instrucción inadecuada y los estereotipos sociales. Respecto a las intervenciones, la evidencia señala la superior eficacia de enfoques combinados que integran la instrucción explícita y sistemática —particularmente la secuencia Concreta-Representacional-Abstracta (CRA)— con el entrenamiento de habilidades cognitivas subyacentes, el manejo de la ansiedad y el fomento de una mentalidad de crecimiento. Además, se identifican estrategias emergentes basadas en tecnología educativa, como la robótica y los sistemas de aprendizaje adaptativo. Se concluye que una intervención exitosa debe ser multidimensional, personalizada y fundamentada en una evaluación diagnóstica rigurosa de los factores causales específicos en cada estudiante. Se enfatiza la necesidad de promover la colaboración entre investigadores, docentes y especialistas en psicopedagogía, así como de fortalecer la formación docente en detección temprana y prácticas educativas basadas en evidencia.
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