Matemáticas culturalmente relevantes en contextos rurales: Revisión de literatura 2014-2024

This study seeks to understand how culture is incorporated into mathematics teaching in rural educational contexts. Research from the Web of Science, Scopus, SciELO, and Google Scholar databases was collected from the period 2014–2024. A total of 537 articles were found and reviewed according to exclusion criteria. Thirteen articles were selected and analyzed using Atlas.ti 9 software with a grounded theory design. Five categories were developed: mathematics and diversity, approaches to mathematics teaching in rural contexts, considerations between context and mathematics teaching, contributions of mathematics teaching with cultural approaches, and curricular tensions. Among the findings are the importance of valuing community knowledge in the mathematics classroom, the need for teacher training to incorporate and value cultural elements, the complementarity of approaches that problematize the teaching of mathematics in rural contexts, the importance of linking context to understanding and inequality in rural territories, the importance of designing mathematics classes based on the contributions mentioned, and the need to build a rural mathematics education.