<?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>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892024000200184</article-id>
<article-id pub-id-type="doi">10.24844/em3602.07</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La vulnerabilidad en la literatura de Educación Matemática: poblaciones y factores]]></article-title>
<article-title xml:lang="en"><![CDATA[Vulnerability in Mathematics Education Literature: populations and factors]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero-Hidalgo]]></surname>
<given-names><![CDATA[Silvia Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Aguilar]]></surname>
<given-names><![CDATA[Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trigueros Gaisman]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional CICATA Unidad Legaria Doctorado en Matemática Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional CICATA Unidad Legaria Programa de Matemática Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla Facultad de Ciencias Físico Matemáticas Posgrado en Educación Matemática]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<fpage>184</fpage>
<lpage>212</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000200184&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000200184&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000200184&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta una revisión de literatura enfocada en investigar la conceptualización de la vulnerabilidad en el campo de la Educación Matemática. Se plantean tres preguntas: ¿cómo se entiende el concepto de vulnerabilidad en la Educación Matemática?, ¿qué poblaciones se contemplan como vulnerables y cuáles son sus características? y ¿qué factores promueven la vulnerabilidad y qué acciones o intervenciones se han implementado para aminorarla? Se seleccionaron 22 artículos publicados entre 2019 y 2023. A partir de la revisión de literatura, se propone un modelo inclusión/exclusión que contribuye a la clarificación del concepto de vulnerabilidad. Se reconocen cuatro grupos poblacionales vulnerables que han sido objeto de estudio desde el campo de la Educación Matemática. Se distinguen estudios con perspectiva de exclusión o inclusión. En el primer grupo, los conceptos clave son la numeracidad y el lenguaje, mientras que en el segundo, el concepto clave es la educación inclusiva. Los resultados subrayan la necesidad de ampliar la investigación y las acciones educativas para favorecer la inclusión de poblaciones vulnerables poco estudiadas en Educación Matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a literature review focused on investigating the conceptualization of vulnerability in the field of Mathematics Education. Three questions are posed: How is the concept of vulnerability understood in Mathematics Education? And which populations are considered vulnerable and what are their characteristics? And what factors promote vulnerability and what actions or interventions have been implemented to mitigate it? Twenty-two articles published between 2019 and 2023 were selected. Based on the literature review, an inclusion/exclusion model is proposed that contributes to the clarity of the concept of vulnerability. Four population groups were identified that have been studied in the field of Mathematics Education. Studies are distinguished in the perspective if exclusion or inclusion. In the former group, key concepts are numeracy and language, while in the latter, the key concept is inclusive education. The results suggest the need to expand the research and educational actions to promote the inclusion of vulnerable populations that have been under-studied in Mathematics Education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[vulnerabilidad]]></kwd>
<kwd lng="es"><![CDATA[poblaciones vulnerables]]></kwd>
<kwd lng="es"><![CDATA[numeracidad]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[modelo inclusión/exclusión]]></kwd>
<kwd lng="en"><![CDATA[vulnerability]]></kwd>
<kwd lng="en"><![CDATA[vulnerable populations]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[numeracy]]></kwd>
<kwd lng="en"><![CDATA[inclusion/exclusion model]]></kwd>
</kwd-group>
</article-meta>
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