<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0282</journal-id>
<journal-title><![CDATA[Episteme Koinonía. Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes]]></journal-title>
<abbrev-journal-title><![CDATA[Episteme Koinonía]]></abbrev-journal-title>
<issn>2665-0282</issn>
<publisher>
<publisher-name><![CDATA[Fundación Koinonía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02822026000100004</article-id>
<article-id pub-id-type="doi">10.35381/e.k.v9i17.4887</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Nivel de aprendizaje de las matemáticas en estudiantes de educación general básica. Revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Level of mathematics learning in general basic education students. A systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paris-Moreno-Lavayen]]></surname>
<given-names><![CDATA[Betsy del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Piura Piura]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>9</volume>
<numero>17</numero>
<fpage>4</fpage>
<lpage>18</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02822026000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02822026000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02822026000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente estudio tuvo como propósito analizar los procesos inferenciales en los estudiantes de secundaria para la resolución de los problemas matemáticos. Como metodología, se acudió a la revisión documental de artículos relacionados con las diversas estrategias didácticas para la optimización del razonamiento inferencial. Mediante la metodología PRISMA, se eligieron 20 artículos publicados entre 2021 y 2025 correspondientes a las bases de datos Scielo, Scopus y Web of Science. Los resultados indicaron que la comprensión lectora es importante para llevar a cabo inferencias. Por otro lado, las metodologías como el aprendizaje cooperativo y el uso de las tecnologías demostraron su efectividad en varios estudios. Como dificultades, se precisaron aspectos como la interpretación de enunciados y la escasez de estrategias de andamiaje por parte de los docentes. Se concluyó que, para mejorar los procesos inferenciales, se ha requerido de una perspectiva interdisciplinaria e innovadora, resaltando el uso de estrategias digitales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of this study was to analyze the inferential processes used by secondary school students to solve mathematical problems. The methodology consisted of a review of articles related to various teaching strategies for optimizing inferential reasoning. Using the PRISMA methodology, 20 articles published between 2021 and 2025 were selected from the Scielo, Scopus, and Web of Science databases. The results indicated that reading comprehension is important for making inferences. On the other hand, methodologies such as cooperative learning and the use of technologies proved to be effective in several studies. Difficulties included aspects such as the interpretation of statements and the lack of scaffolding strategies on the part of teachers. It was concluded that improving inferential processes requires an interdisciplinary and innovative approach, emphasizing the use of digital strategies.]]></p></abstract>
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<kwd lng="es"><![CDATA[problemas matemáticos]]></kwd>
<kwd lng="es"><![CDATA[inferencia, estrategias pedagógicas.]]></kwd>
<kwd lng="en"><![CDATA[Mathematical problems]]></kwd>
<kwd lng="en"><![CDATA[inference]]></kwd>
<kwd lng="en"><![CDATA[pedagogical strategies.]]></kwd>
</kwd-group>
</article-meta>
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