Teaching mathematics in rural schools: A systematic review of classroom implementations

This study aims to characterize the scientific production of classroom implementations in mathematics education within rural schools. A systematic literature review was conducted via the Scopus and WoS databases, following the PRISMA statement guidelines. The search equations incorporated keywords from UNESCO’s thesaurus: rural education, mathematics, mathematics education, statistics education, statistics, primary education, and primary schools. The initial search yielded 1,926 documents, 13 of which were selected for detailed analysis after applying the inclusion and exclusion criteria. The results were categorized into three dimensions: (1) bibliometric analysis, (2) methodological analysis, and (3) impact analysis. The findings highlight the international interest in implementing strategies to improve mathematics education in rural settings. Pretest and posttest quasiexperimental designs, with control and experimental groups, were predominant. Additionally, mathematics teaching is often integrated with other disciplines, enhancing its applicability across various contexts. Most studies also explore the use of digital tools to support student learning, reflecting the growing integration of technology in education. While positive outcomes are generally reported, some studies mention challenges that may have influenced their findings. Finally, the diversity of pedagogical strategies employed underscores an adaptive and varied approach to teaching mathematics in rural environments.