Abstract
Learning inequalities between students from urban and rural institutions are accentuated when the language of instruction differs from the mother tongue. This research analyzed the gaps in mathematical problem solving and the associated linguistic factors, through an explanatory cross-sectional study with 395 secondary school students from public institutions in Ayacucho, Peru. A confirmatory factor analysis and a hierarchical regression by ordinary least squares with robust standard errors were applied. The results showed that the rural context is associated with lower mathematical performance, although this disadvantage disappears when the difficulties of linguistic decoding are reduced and increases as they intensify. Likewise, the comprehension of mathematical statements contributes to attenuating inequality, instead of acting as a transmission mechanism. It is concluded that strengthening language skills is essential to reduce learning gaps between urban and rural contexts.
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