Análisis multivariante de la influencia del clima institucional en estudiantes con trastornos del aprendizaje en el área de matemáticas
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https://doi.org/10.63618/omd/ssjm/v4/n2/74Palabras clave:
clima institucional, transtornos del aprendizaje, matemáticas, inclusión educativa, revisión bibliográficaResumen
El clima institucional constituye un factor relevante para comprender el aprendizaje matemático en estudiantes con trastornos del aprendizaje, aunque su estudio aún aparece fragmentado en la literatura. Este artículo tuvo como objetivo analizar multivariantemente la influencia del clima institucional en dicha población mediante una revisión bibliográfica de 15 estudios publicados entre 2021 y 2026, localizados en bases de datos académicas y examinados con criterios de selección, elegibilidad y síntesis temática. Los resultados evidencian que dimensiones como la seguridad escolar, la relación docente-estudiante, la gestión del aula, la formación docente y las estrategias inclusivas mantienen vínculos consistentes con el rendimiento matemático y con las oportunidades de participación de estudiantes con necesidades diversas. Se concluye que un clima institucional favorable opera como mediación pedagógica significativa, aunque persisten vacíos en investigaciones que integren simultáneamente clima institucional, trastornos del aprendizaje y desempeño matemático.
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Derechos de autor 2026 Pinargote-Cedeño, Silvia Patricia, Bustos-Villamar, Roger Andrés, Marcillo-Chavez, Santa Lucia, Rizzo-Castelo, Solange Damary, Vargas-Arteaga, Yender Jaime (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
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