Mathematics Education and Its Contributions to Attention  Deficit Hyperactivity Disorder

Randy Zabaleta; Osvaldo Rojas; Beatriz Villarraga; Miguel Cruz; Diana Pérez

Authors

Randy Zabaleta Facultad de ciencias económicas, administrativas y contables, Fundación Universitaria Tecnológico Comfenalco;
Osvaldo Rojas Facultad de Educación, Universidad Antonio Nariño;
Beatriz Villarraga Escuela de Pedagogía, Universidad de los Llanos;
Miguel Cruz Facultad de Educación, Universidad Antonio Nariño;
Diana Pérez Facultad de Educación, Universidad Antonio Nariño;

Keywords:

Mathematics education; ADHD; Mathematical problem solving; predictors of failure; Neutrosophic logic; Indeterminacy.

Abstract

This research presents a systematic review of studies in mathematics education and
problem-solving that address pedagogical work with children with a diagnosis of attention deficit
and hyperactivity disorder. Through a historical-logical methodological analysis and a rigorous
bibliographic search, significant contributions to the development of mathematical learning in this
population were identified. The study highlights the main predictors of difficulties in mathematical
performance, associated behavioral aspects, effective pedagogical models, and successful cases and
didactic strategies that have shown significant progress, particularly in teaching through
mathematical problem-solving. Additionally, a neutrosophic logic framework was applied to assess
the degree of certainty, indeterminacy, and contradiction within each evidence category, providing
a tripartite epistemic characterization of the reviewed literature.

DOI 10.5281/zenodo.20091425.