Education towards equity: adapting assessment practices in the multicultural context of mathematics education

ABSTRACT Nowadays, considerable challenges have been faced in teaching mathematics, especially concerning historically excluded groups and diverse linguistically distinct communities. Traditional pedagogical practices often ignore such cultural diversity throughout Latin America, leading to the introduction of mathematical concepts not directly related to students’ lives. Thus, a participatory educational model emerges where the educator takes an active role and motivates students as a way of confronting such inequalities and establishing a more relevant educational environment for all. This work seeks to analyze and propose adaptations in assessment practices encompassing the cultural diversity of students to promote reflection on equity in mathematics education in multicultural contexts in Latin America. Such analysis is based on a systematic literature review, in addition to textual analyzes to investigate the influence of adaptations on assessment practices sensitive to their cultural context, since such adaptations are fundamental to create a more inclusive and equitable environment in educational institutions. The study highlights the urgency of these adaptations to achieve educational equity, in addition to highlighting the importance of students’ different backgrounds and experiences in learning mathematics. Such adaptations not only value the cultural diversity of students, but also strengthen their self-esteem by recognizing and valuing their origins.