Resumen
Las desigualdades de aprendizaje entre estudiantes de instituciones urbanas y rurales se acentúan cuando la lengua de enseñanza difiere de la lengua materna. Esta investigación analizó las brechas en la resolución de problemas matemáticos y los factores lingüísticos asociados, mediante un estudio transversal explicativo con 395 estudiantes de secundaria de instituciones públicas de Ayacucho, Perú. Se aplicó un análisis factorial confirmatorio y una regresión jerárquica por mínimos cuadrados ordinarios con errores estándar robustos. Los resultados evidenciaron que el contexto rural se asocia con un menor rendimiento matemático, aunque esta desventaja desaparece cuando las dificultades de decodificación lingüística son reducidas y aumenta conforme estas se intensifican. Asimismo, la comprensión de los enunciados matemáticos contribuye a atenuar la desigualdad, en lugar de actuar como mecanismo de transmisión. Se concluye que fortalecer las competencias lingüísticas resulta fundamental para reducir las brechas de aprendizaje entre contextos urbanos y rurales.
Citas
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[2] R. Minami and K. Ogawa, "Mind the gap: Uncovering student's learning achievement disparities in Cambodian urban and rural secondary schools," International Journal of Educational Development, vol. 118, Art. no. 103420, 2025.
[3] D. Bianchi and L. Cabrera, "El rendimiento académico del alumnado de 4.º de primaria de origen rural/urbano en España: el papel de la brecha digital y la desigualdad socioeconómica," Bordón. Revista de Pedagogía, vol. 78, no. 1, pp. 71–89, 2026.
[4] M. Greisen, C. Georges, C. Hornung, P. Sonnleitner, and C. Schiltz, "Learning mathematics with shackles: How lower reading comprehension in the language of mathematics instruction accounts for lower mathematics achievement in speakers of different home languages," Acta Psychologica, vol. 221, Art. no. 103456, 2021.
[5] M. Geçici, F. Geçici, and M. Kaya, "Language and mathematics performance: A systematic umbrella review and meta-meta-analysis," Journal of Intelligence, vol. 14, no. 8, Art. no. 152, 2026.
[6] N. Fernandez, "Educación intercultural bilingüe en el Perú: desafíos de una deuda histórica con los pueblos originarios," Amazonía Peruana, no. 39, pp. 127–158, 2026.
[7] J. Tarrillo, L. Mamani, E. Tocto, H. Iftikhar, R. Gonzales, and J. Jesús, "Exploring patterns in intercultural bilingual education in Peru using machine learning," Frontiers in Education, vol. 11, 2026.
[8] K. Sullón, "El paisaje lingüístico en las escuelas de educación intercultural bilingüe del Perú," Revista Iberoamericana de Educación, vol. 96, no. 1, pp. 83–95, 2024.
[9] F. Kvietok, "Migrant bilingual youth, family, and school language policy: Ethnographic insights for urban Quechua education," International Journal of the Sociology of Language, vol. 2023, no. 280, pp. 143–166, 2023.
[10] F. Pascua and M. Azares, "Reading comprehension and mathematical problem-solving skills of grade 10 students: A correlational study," Divine Word International Journal of Management and Humanities, vol. 5, no. 2, pp. 3891–3909, 2026.
[11] OECD, PISA 2022 Assessment and Analytical Framework. Paris, France: OECD Publishing, 2023.
[12] W. Kintsch and J. Greeno, "Understanding and solving word arithmetic problems," Psychological Review, vol. 92, no. 1, pp. 109–129, 1985.
[13] W. Kintsch and T. van Dijk, "Toward a model of text comprehension and production," Psychological Review, vol. 85, no. 5, pp. 363–394, 1978.
[14] L. Domke, M. Cerrato, E. Sanders, and M. Vo, "Linguistic complexity of elementary mathematics word problems and their translations," Language and Education, vol. 39, no. 1, pp. 37–53, 2024.
[15] J. Hinojosa, Y. Perez, C. Tintaya, V. Flores, and F. Chalco, "Bilingual intercultural education and the construction of Quechua-Aymara citizenship among university students in the Altiplano region," Universidad Ciencia y Tecnología, vol. 28, no. 123, pp. 122–130, 2024.
[16] J. Sweller, "Cognitive load during problem solving: Effects on learning," Cognitive Science, vol. 12, no. 2, pp. 257–285, 1988.
[17] M. Keevy and M. Tharapos, "When language becomes load: English medium instruction and cognitive demands in multilingual accounting classrooms," Accounting Education, pp. 1–28, 2026.
[18] J. Lave and E. Wenger, Situated Learning: Legitimate Peripheral Participation. Cambridge, U.K.: Cambridge Univ. Press, 1991.
[19] L. Remache and F. Auqui, "Influencia del contexto socioeconómico en el rendimiento académico: rural vs. urbano en Alausí-Chunchi 2021-2023," Arandu UTIC, vol. 12, no. 1, pp. 87–106, 2025.
[20] L. Fuchs, P. Seethaler, S. Sterba, C. Craddock, D. Fuchs, D. Compton, D. Geary, and P. Changas, "Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction," Journal of Educational Psychology, vol. 113, no. 1, pp. 86–103, 2021.
[21] Y. Wu and M. Davis, "Rethinking achievement gaps: Language minority status and audience-specific heritage language use in PISA 2018," Journal of Multilingual and Multicultural Development, pp. 1–17, 2026.
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