Curricular Intersection: Learning Mathematics in Various Disciplines in Mexico
Abstract Teaching mathematics to non-specialist students in the Mexican educational context is a topic that connects and broadens the vision of mathematics. This study conducts a literature review to identify 1) the predominant characteristics and descriptions in articles focused on teaching mathematics to non-mathematicians in upper secondary and higher education, 2) the methodologies, populations, and samples most frequently reported, and 3) the interconnections with other disciplines. A systematic literature review using the PRISMA methodology is carried out to examine the prevailing trends and methodologies in upper secondary and higher education between 2014 and 2023. By analyzing 82 research articles, key areas such as innovative pedagogies, learning assessment, and the integration of mathematics in socio-emotional and technological contexts are identified. The findings suggest a dominance of quantitative methods, although qualitative ones highlight the importance of considering students' attitudes and emotions toward mathematics. Interdisciplinarity emerges as vital, showing that integrating mathematics into various areas improves teaching and learning. The study underscores the need for educational strategies that address both cognitive domains and affective aspects, promoting the use of technologies and creative pedagogical approaches for meaningful learning. It emphasizes the importance of expanding future research towards innovative methodologies and including educational technologies, contributing to the development of a society prepared for future challenges. This study highlights the teaching-learning, application, and research of mathematics, pointing out specific areas within the Mexican context that require deeper investigation. This need extends beyond national borders to the global mathematical community.
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Aké, L.P., & Olvera-Martínez, C. (2022). Hacia una caracterización de competencia algebraica: Un estudio exploratorio con estudiantes. Uniciencia, 36(1), 1-18. https://doi.org/10.15359/ru.36-1.40
Alonso-Trujillo, J., Alonso-Ricardez, A., Valera-Mota, M.M., & Cuevas-Guajardo, L. (2022). Aprendizaje estadístico basado en niveles de investigación. Revista Educación, 46(1). https://doi.org/10.15517/revedu.v46i1.45425
Atlatenco Ibarra, Q., Hernández González, S., De la Garza Carranza, M.T. (2023). Modelo matemático de aceptación de la tecnología centrado en el uso de Google Classroom. Revista Ciencias Pedagógicas e Innovación, 10(2), 87-96. https://doi.org/10.26423/rcpi.v10i2.595
Aviña González, M. J., Vargas Alejo, V., Alvarado Monroy, A., & Escalante, C. C. (2019). Ciclos de entendimiento de estudiantes universitarios al resolver una actividad de proporcionalidad. CPU-e. Revista de Investigación Educativa, (29), 58-86. https://doi.org/10.25009/cpue.v0i29.2633
Camarena Gallardo, P. (2014). La matemática social en el desarrollo integral del alumno. Innovación Educativa, 14(65), 143-149.
Cantoral, R., Moreno-Durazo, A., & Caballero-Pérez, M. (2018). Socio-epistemological research on mathematical modelling: an empirical approach to teaching and learning. ZDM, 50(1), 77-89. https://doi.org/10.1007/s11858-018-0922-8
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage publications.
Coca Santillana, A., & Miranda, I. (2019). Cambio de actitud hacia el aprendizaje de las matemáticas: el caso de Frida. Educación Matemática, 31(2), 241-270. https://doi.org/10.24844/EM3102.10
Dominguez, A., Barniol, P., & Zavala, G. (2019). Evaluación del entendimiento gráfico de derivada e integral definida mediante un examen en castellano de opción múltiple. Formación Universitaria, 12(6), 41-56. https://doi.org/10.4067/S0718-50062019000600041
Dominguez, A., & de la Garza Becerra, J. E. (2015). Closing the gap between physics and calculus: Use of models in an integrated course [Technical Session]. 2015 ASEE Annual Conference & Exposition, Seattle, Washington (pp. 26.353.1-26.353.14). https://doi.org/10.18260/p.23692
Eccius-Wellmann, C. C., & Lara-Barragán, A. (2016). Hacia un perfil de ansiedad matemática en estudiantes de nivel superior. Revista Iberoamericana de Educación Superior, 7(18), 109-129. https://doi.org/10.22201/iisue.20072872e.2016.18.179
Echeverría Castro, S. B., Sotelo Castillo, M. A., Acosta Quiroz, C. O., & Barrera Hernández, L. F. (2020). Measurement model and adaptation of a self-efficacy scale for mathematics in university students. Sage Open, 10(1). https://doi.org/10.1177/2158244019899089
García-García, J. (2019). Estrategias en la resolución de problemas algebraicos en un contexto intercultural en el nivel superior. Bolema: Mathematics Education Bulletin, 33(63), 205-225. https://doi.org/10.1590/1980-4415v33n63a10
García-García, J., & Dolores-Flores, C. (2021). Exploring pre-university students’ mathematical connections when solving Calculus application problems. International Journal of Mathematical Education in Science and Technology, 52(6), 912-936. https://doi.org/10.1080/0020739X.2020.1729429
García-Peñalvo, F. J. (2015). Mapa de tendencias en Innovación Educativa. Education in the Knowledge Society, 16(4), 6-23. https://doi.org/10.14201/eks2015164623
García-Santillán, A., Escalera-Chávez, M. E., Moreno-García, E., & Santana-Villegas, J. del C. (2016). Factors that explains student anxiety toward mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 12(2), 361-372. https://doi.org/10.12973/eurasia.2016.1216a
García Suárez, J., Segovia Alex, I., & Lupiáñez Gómez, J. L. (2014). Use of Letters as a Source of Errors for University Students in Solving Algebraic Tasks. Bolema: Boletim de Educação Matemática, 28, 1545-1566. https://doi.org/10.1590/1980-4415v28n50a26
González Franco, V., González Lomelí, D., & Maytorena Noriega, M. A. (2022). Efecto de las fuentes de autoeficacia en matemáticas sobre la autovaloración en matemáticas. Psicumex, 12(1), 1-24. https://doi.org/10.36793/psicumex.v12i1.484
Gravemeijer, K., Stephan, M., Julie, C., Lin, F. L., & Ohtani, M. (2017). What mathematics education may prepare students for the society of the future? International Journal of Science and Mathematics Education, 15(Suppl 1), 105-123. https://doi.org/10.1007/s10763-017-9814-6
Kitchenham, B., Brereton, O. P., Budgen, D., Turner, M., Bailey, J., & Linkman, S. (2009). Systematic literature reviews in software engineering – A systematic literature review. Information and Software Technology, 51(1), 7-15. https://doi.org/10.1016/j.infsof.2008.09.009
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration. PLOS Medicine, 6(7), Article e1000100. https://doi.org/10.1371/journal.pmed.1000100
Moral de la Rubia, J., González Ramírez, M. T., Landero Hernández, R., & Quezada Berumen, L. del C. (2021). Validación del modelo de cinco factores de la Escala de Actitud hacia la Estadística en estudiantes mexicanos de psicología. Interdisciplinaria - Revista de Psicología y Ciencias Afines, 38(1), 133-148. https://doi.org/10.16888/interd.2021.38.1.9
Morán-Soto, G., & González Peña, O. I. (2022). Second Phase of the Adaptation Process of the Mathematics Self-Efficacy Survey (MSES) for the Mexican–Spanish Language: The Confirmation. Mathematics, 10(16), 2905. https://doi.org/10.3390/math10162905
Morán-Soto, G., Valdivia Vázquez, J. A., & González Peña, O. I. (2022). Adaptation Process of the Mathematic Self-Efficacy Survey (MSES) Scale to Mexican-Spanish Language. Mathematics, 10(5), 798. https://doi.org/10.3390/math10050798
Pino-Fan, L. R., Font, V., Gordillo, W., Larios, V., & Breda, A. (2018). Analysis of the meanings of the antiderivative used by students of the first engineering courses. International Journal of Science and Mathematics Education, 16(6), 1091-1113. https://doi.org/10.1007/s10763-017-9826-2
Rojano, T., & García-Campos, M. (2017). Teaching mathematics with intelligent support in natural language. Tertiary education students working with parametrized modelling activities. Teaching Mathematics and its Applications: An International Journal of the IMA, 36(1), 18-30. https://doi.org/10.1093/teamat/hrw009
Tudon-Martinez, J. C., Hernandez-Alcantara, D., Rodriguez-Villalobos, M., Aquines-Gutierrez, O., Vivas-Lopez, C. A., & Morales-Menendez, R. (2020). The effectiveness of computer-based simulations for numerical methods in engineering. International Journal on Interactive Design and Manufacturing, 14(3), 833-846. https://doi.org/10.1007/s12008-020-00673-w
Villagómez Amezcua, A., & Hidalgo Everardo, J. A. (2017). Financial literacy and mathematics: A study among young Mexican high school students. Revista Mexicana de Economía y Finanzas, 12(2), 1-22. https://doi.org/10.21919/remef.v12i2.88
Alonso-Trujillo, J., Alonso-Ricardez, A., Valera-Mota, M.M., & Cuevas-Guajardo, L. (2022). Aprendizaje estadístico basado en niveles de investigación. Revista Educación, 46(1). https://doi.org/10.15517/revedu.v46i1.45425
Atlatenco Ibarra, Q., Hernández González, S., De la Garza Carranza, M.T. (2023). Modelo matemático de aceptación de la tecnología centrado en el uso de Google Classroom. Revista Ciencias Pedagógicas e Innovación, 10(2), 87-96. https://doi.org/10.26423/rcpi.v10i2.595
Aviña González, M. J., Vargas Alejo, V., Alvarado Monroy, A., & Escalante, C. C. (2019). Ciclos de entendimiento de estudiantes universitarios al resolver una actividad de proporcionalidad. CPU-e. Revista de Investigación Educativa, (29), 58-86. https://doi.org/10.25009/cpue.v0i29.2633
Camarena Gallardo, P. (2014). La matemática social en el desarrollo integral del alumno. Innovación Educativa, 14(65), 143-149.
Cantoral, R., Moreno-Durazo, A., & Caballero-Pérez, M. (2018). Socio-epistemological research on mathematical modelling: an empirical approach to teaching and learning. ZDM, 50(1), 77-89. https://doi.org/10.1007/s11858-018-0922-8
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage publications.
Coca Santillana, A., & Miranda, I. (2019). Cambio de actitud hacia el aprendizaje de las matemáticas: el caso de Frida. Educación Matemática, 31(2), 241-270. https://doi.org/10.24844/EM3102.10
Dominguez, A., Barniol, P., & Zavala, G. (2019). Evaluación del entendimiento gráfico de derivada e integral definida mediante un examen en castellano de opción múltiple. Formación Universitaria, 12(6), 41-56. https://doi.org/10.4067/S0718-50062019000600041
Dominguez, A., & de la Garza Becerra, J. E. (2015). Closing the gap between physics and calculus: Use of models in an integrated course [Technical Session]. 2015 ASEE Annual Conference & Exposition, Seattle, Washington (pp. 26.353.1-26.353.14). https://doi.org/10.18260/p.23692
Eccius-Wellmann, C. C., & Lara-Barragán, A. (2016). Hacia un perfil de ansiedad matemática en estudiantes de nivel superior. Revista Iberoamericana de Educación Superior, 7(18), 109-129. https://doi.org/10.22201/iisue.20072872e.2016.18.179
Echeverría Castro, S. B., Sotelo Castillo, M. A., Acosta Quiroz, C. O., & Barrera Hernández, L. F. (2020). Measurement model and adaptation of a self-efficacy scale for mathematics in university students. Sage Open, 10(1). https://doi.org/10.1177/2158244019899089
García-García, J. (2019). Estrategias en la resolución de problemas algebraicos en un contexto intercultural en el nivel superior. Bolema: Mathematics Education Bulletin, 33(63), 205-225. https://doi.org/10.1590/1980-4415v33n63a10
García-García, J., & Dolores-Flores, C. (2021). Exploring pre-university students’ mathematical connections when solving Calculus application problems. International Journal of Mathematical Education in Science and Technology, 52(6), 912-936. https://doi.org/10.1080/0020739X.2020.1729429
García-Peñalvo, F. J. (2015). Mapa de tendencias en Innovación Educativa. Education in the Knowledge Society, 16(4), 6-23. https://doi.org/10.14201/eks2015164623
García-Santillán, A., Escalera-Chávez, M. E., Moreno-García, E., & Santana-Villegas, J. del C. (2016). Factors that explains student anxiety toward mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 12(2), 361-372. https://doi.org/10.12973/eurasia.2016.1216a
García Suárez, J., Segovia Alex, I., & Lupiáñez Gómez, J. L. (2014). Use of Letters as a Source of Errors for University Students in Solving Algebraic Tasks. Bolema: Boletim de Educação Matemática, 28, 1545-1566. https://doi.org/10.1590/1980-4415v28n50a26
González Franco, V., González Lomelí, D., & Maytorena Noriega, M. A. (2022). Efecto de las fuentes de autoeficacia en matemáticas sobre la autovaloración en matemáticas. Psicumex, 12(1), 1-24. https://doi.org/10.36793/psicumex.v12i1.484
Gravemeijer, K., Stephan, M., Julie, C., Lin, F. L., & Ohtani, M. (2017). What mathematics education may prepare students for the society of the future? International Journal of Science and Mathematics Education, 15(Suppl 1), 105-123. https://doi.org/10.1007/s10763-017-9814-6
Kitchenham, B., Brereton, O. P., Budgen, D., Turner, M., Bailey, J., & Linkman, S. (2009). Systematic literature reviews in software engineering – A systematic literature review. Information and Software Technology, 51(1), 7-15. https://doi.org/10.1016/j.infsof.2008.09.009
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration. PLOS Medicine, 6(7), Article e1000100. https://doi.org/10.1371/journal.pmed.1000100
Moral de la Rubia, J., González Ramírez, M. T., Landero Hernández, R., & Quezada Berumen, L. del C. (2021). Validación del modelo de cinco factores de la Escala de Actitud hacia la Estadística en estudiantes mexicanos de psicología. Interdisciplinaria - Revista de Psicología y Ciencias Afines, 38(1), 133-148. https://doi.org/10.16888/interd.2021.38.1.9
Morán-Soto, G., & González Peña, O. I. (2022). Second Phase of the Adaptation Process of the Mathematics Self-Efficacy Survey (MSES) for the Mexican–Spanish Language: The Confirmation. Mathematics, 10(16), 2905. https://doi.org/10.3390/math10162905
Morán-Soto, G., Valdivia Vázquez, J. A., & González Peña, O. I. (2022). Adaptation Process of the Mathematic Self-Efficacy Survey (MSES) Scale to Mexican-Spanish Language. Mathematics, 10(5), 798. https://doi.org/10.3390/math10050798
Pino-Fan, L. R., Font, V., Gordillo, W., Larios, V., & Breda, A. (2018). Analysis of the meanings of the antiderivative used by students of the first engineering courses. International Journal of Science and Mathematics Education, 16(6), 1091-1113. https://doi.org/10.1007/s10763-017-9826-2
Rojano, T., & García-Campos, M. (2017). Teaching mathematics with intelligent support in natural language. Tertiary education students working with parametrized modelling activities. Teaching Mathematics and its Applications: An International Journal of the IMA, 36(1), 18-30. https://doi.org/10.1093/teamat/hrw009
Tudon-Martinez, J. C., Hernandez-Alcantara, D., Rodriguez-Villalobos, M., Aquines-Gutierrez, O., Vivas-Lopez, C. A., & Morales-Menendez, R. (2020). The effectiveness of computer-based simulations for numerical methods in engineering. International Journal on Interactive Design and Manufacturing, 14(3), 833-846. https://doi.org/10.1007/s12008-020-00673-w
Villagómez Amezcua, A., & Hidalgo Everardo, J. A. (2017). Financial literacy and mathematics: A study among young Mexican high school students. Revista Mexicana de Economía y Finanzas, 12(2), 1-22. https://doi.org/10.21919/remef.v12i2.88
Domínguez, Ángeles, Zavala, G., & Tejeda, S. (2025). Curricular Intersection: Learning Mathematics in Various Disciplines in Mexico. Education in The Knowledge Society, 26, e31904. https://doi.org/10.14201/eks.31904
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