DUGi

Personalización del aprendizaje de las matemáticas en la Educación Superior. Una revisión sistemática

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The increasing diversity of student needs has made personalized learning a central focus in contemporary higher education. Technological environments have recently gained prominence as effective tools for supporting tailored ins-tructional strategies. This study presents a systematic review of the scientific literature on proposals for personalizing mathematics learning in higher education, with a focus on the integration of digital technologies. A total of ten peer-reviewed articles published between 2010 and 2024 were identified in the Scopus and Web of Science databases and selected based on their relevance to four key areas: personalized mathematics instruction, technological learning environments, theoretical frameworks, and evaluations of pedagogical innovations. The selected studies were analy-zed qualitatively and categorized according to the central research question: What are the main research and design proposals for personalizing mathematics learning in higher education using technological environments? The findings indicate a limited but growing body of research, emphasizing the need for more robust empirical studies and theoretical development to inform the design and implementation of personalized mathematics learning experiences at the higher education