Variables influyentes en el desempeño académico del álgebra en estudiantes de secundaria: una revisión sistemática

The study of academic achievement in algebra among secondary school students has become a pressing and globally relevant topic, encouraging scholars to explore the variables that shape this learning process and to propose more effective teaching approaches. The present work aims to examine the body of literature addressing factors that influence both learning and performance in algebra within lower secondary education. This research adopts a documentary design and follows the methodological guidelines of the PRISMA-P protocol, enabling a systematic process of searching, selecting, and analyzing sources. From databases such as SciELO, ERIC, Academy Edu, and Scopus, 103 documents were initially identified, of which 51 were selected for in-depth review. The findings reveal both internal and external variables. Internally, the limited early development of algebraic thinking, insufficient progress in algebraic language and reasoning, and the inherent complexity of algebra are highlighted. Teacher preparation also emerges as a key element, with emphasis on strengthening training through the Mathematics Teachers’ Specialized Knowledge (MTSK) framework and adopting innovative pedagogical approaches that integrate information and communication technologies alongside strategies for mathematical reasoning. On the external side, factors such as school infrastructure, family support, educational policies, and social interactions are identified as influential. Collectively, these variables exert a significant impact on students’ academic performance in algebra.