TENSIONS BETWEEN INSTITUTIONALIZED CURRICULUM IN MATHEMATICS AND INCLUSIVE PRACTICES IN PRIMARY EDUCATION: TOWARDS A PEDAGOGY OF DIVERSITY

Abstract

This article examines the tensions between the standardized mathematics curriculum and inclusive teaching practices in primary education in Colombia, emphasizing the need to adopt a pedagogy of diversity. The study employs a qualitative, reflective, and analytical approach, beginning with the review of official state documents in mathematics—such as the Basic Competency Standards, Basic Learning Rights, and standardized tests—together with theoretical and pedagogical frameworks that advocate for an inclusive, contextualized, and socially responsive mathematics education. The analysis reveals the persistence of a model centered on algorithmic repetition and rote memorization, which constrains deep understanding and marginalizes alternative forms of cultural reasoning. At the same time, it identifies inclusive approaches such as ethnomathematics and contextualized problem solving, which value local knowledge and strengthen the connection between mathematical understanding and students’ cultural identities.The findings suggest that achieving inclusive mathematics education requires redefining the teacher’s role as a mediator who fosters meaningful and reflective learning experiences while acknowledging cognitive, emotional, and cultural diversity within the classroom. Finally, the article argues that inclusion should not be regarded as a pedagogical choice but as an ethical and epistemological principle guiding curriculum development. In this sense, the proposal envisions mathematics education grounded in equity, diversity, and social justice as fundamental components of teaching and learning in primary schools.