Análisis multivariante de la influencia del clima institucional en estudiantes con trastornos del aprendizaje en el área de matemáticas
Silvia Patricia Pinargote-Cedeño, Roger Andrés Bustos-Villamar, Santa Lucia Marcillo-Chavez, Solange Damary Rizzo-Castelo, Yender Jaime Vargas-Arteaga
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Source: Crossref
Published: Apr 30, 2026
DOI: 10.63618/omd/ssjm/v4/n2/74
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Institutional climate is a relevant factor for understanding mathematics learning in students with learning disorders, although research on this relationship remains fragmented. This article aimed to analyze, from a multivariate perspective, the influence of institutional climate on this population through a bibliographic review of 15 studies published between 2021 and 2026, retrieved from academic databases and examined through selection, eligibility, and thematic synthesis criteria. The findings show that dimensions such as school safety, teacher-student relationships, classroom management, teacher preparation, and inclusive strategies are consistently linked to mathematics achievement and participation opportunities for students with diverse learning needs. It is concluded that a favorable institutional climate acts as a significant pedagogical mediator; however, important research gaps remain regarding studies that jointly examine institutional climate, learning disorders, and mathematics performance.
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