Mathematical performance of students with intellectual disabilities in primary education: a systematic review
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Students with intellectual disabilities face significant challenges in participating in and learning mathematics, many of which stem from segregating views regarding their potential for achievement in this school subject. This systematic review examined the available research on the mathematical performance of these students in primary education. The study followed the PRISMA 2020 guidelines for the collection and synthesis of empirical evidence. The electronic search was conducted in May 2025 in the Web of Science, Scopus and SciELO databases. Following the identification, selection, and screening processes, 71 articles published between 1999 and 2025 were analysed. The results indicate a predominance of studies focusing on pupils with mild intellectual disabilities and a priority given to the analysis of pedagogical factors through interventions with quantitative approaches. Progress is observed in the area of numbers and basic operations, which is predominantly procedural in nature. Furthermore, there is a growing interest in examining individual variables, with a particular focus on general and domain-specific cognitive skills, which are not consistently reflected in interventions designed to develop them. The findings suggest a need to direct research towards fostering conceptual understanding and problem-solving, drawing on the available evidence to promote equitable and high-quality opportunities in mathematics.
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