Comprensión lectora y resolución de problemas matemáticos: una revisión sistemática.

Abstract

This work arises from the weaknesses that secondary school students present in reading and mathematics. The objective was to systematically analyze the relationship between reading comprehension and mathematical problem solving, fundamental skills in the student's academic performance. Through a review of scientific literature, 40 studies that met several inclusion criteria were analyzed: works published between 2008 and 2025, articles in indexed journals and peer-reviewed blinds, empirical research that explicitly analyzed the relationship between these skills, and studies in school contexts, mainly in secondary education. The results show a marked interdependence between reading comprehension and the ability to solve mathematical problems, especially in situations where statements require interpretation, drawing inferences and reorganizing information. In the same way, mediating factors were identified, including mastery of academic vocabulary, ability to recognize relevant data and previous knowledge in mathematics, in addition to variations associated with the age and school level of the students. The research analyzed agrees that an articulated teaching of reading and mathematics favors performance in both areas. However, there is a scarcity of systematized didactic interventions that explicitly address this connection. In conclusion, there is a clear urgency to develop pedagogical strategies that strengthen reading comprehension as a transversal competence in mathematical learning, and to promote longitudinal studies that help to assess the impact of these practices on various educational levels and sociocultural environments.